UC-NRLF 


SB    EME    D71 


ARY 


MANAGEMENT 


By  MARTHA  WILSON 


SCHOOL  LIBRARY  MANAGEMENT 


SCHOOL   LIBRARY 
MANAGEMENT 


By  MARTHA  WILSON 

n 


THE  H.  W.  WILSON  COMPANY 

NEW  YORK 

1919 


«& 

V 


UBRASf 


Published    June,    1919 


SCHOOL  LIBRARY  MANAGEMENT 

This  manual  is  a  revised  edition  of  "School  library  manage- 
ment," published  by  the  Minnesota  Department  of  education,  in 
1917. 

It  is  an  attempt  to  state  the  problem  of  the  library  in  the 
school,  particularly  the  smaller  one,  and  to  offer  practical  sug- 
gestions as  to  its  equipment,  organization  and  administration  and 
to  provide  a  reference  aid  for  simple  library  methods  for  school 
libraries. 

Suggestions  from  many  sources  have  been  incorporated  in 
this  edition,  and  especial  acknowledgment  is  made  to  Miss 
Pritchard,  Normal  School,  Bridgewater,  Mass.,  Miss  Richardson 
and  Miss  Damon,  Normal  School,  Geneseo,  N.  Y.,  and  Mr.  F.  K. 
Walter,  State  Library,  Albany,  N.  Y. ;  also  to  the  Library  Bureau 
for  statements  and  specifications  from  their  pamphlet  "School 
libraries." 

April  i,  1919.  MARTHA  WILSON. 


404500 


TABLE  OF  CONTENTS 

PART  I.    Library  in  the  school I 

School   library   room 2 

Book  selection TO 

Book  buying  and  ordering 17 

PART  II.      Organization 19 

Routine    19 

Supplies    21 

Binding  and  mending 26 

Classification 36 

Accessioning    51 

Charging  system   61 

Shelf  listing  67 

Cataloging    70 

PART  III.     Administration 95 

Service    95 

Discipline    100 

Reports   105 

Use  of  library 103 

Teaching  the  use 107 

INDEX   125 


SCHOOL  LIBRARY  MANAGEMENT 

THE  LIBRARY  IN  THE  SCHOOL;  EQUIPMENT, 
BOOK  SELECTION,  MAGAZINES 

The  modern  school  library  meets  the  teaching  work  of  the 
school  at  all  points,  and  helps  to  carry  it  on. 

It  provides  collateral  reading  on  all  subjects  taught  in  the 
school  and  makes  the  lessons  more  interesting;  it  contributes  to 
all  phases  of  school  life  and  all  of  its  activities;  it  assists  in  the 
mental  development  of  the  individual  student. 

Through  the  library  the  student  finds  a  means  of  information 
and  self  education  to  go  with  him  beyond  school  days.  It  en- 
larges his  interests  by  encouragement  of  the '  reading  habit. 

Reading  is  an  unrivalled  source  of  entertainment  and  enjoy- 
ment, in  that  it  furnishes  a  means  of  recreation  and  association 
that  is  independent  of  environment.  It  has  a  social  value,  and 
connects  with  the  world  of  men,  in  that  it  may  lead  to  sympathy 
with  new  ideas  and  peoples,  and  ease  in  new  situations.  It  pro- 
vides a  basis  for  new  acquaintance  through  shared  tastes  in 
books. 

The  reading  .habit  is  of  practical  value  also  in  the  aid  it  gives 
in  the  use  of  one's  own  language,  and  the  power  of  expressing 
ideas,  by  means  of  a  flexible  vocabulary  gained  through  reading 
of  good  books. 

As  an  aid  in  providing  equal  opportunity  for  all  students ;  in 
preparing  boys  and  girls  leaving  high  school,  either  to  take  hold 
of  life  in  some  practical  way,  or  to  go  on  to  college,  the  library 
is  unequalled.  Of  service  to  all  students,  it  is  of  particular  value 
to  the  student  whose  bent  lies  outside  the  regular  curriculum. 

In  the  library  the  teacher  finds  assistance  not  only  in  teach- 
ing school  subjects,  but  also  in  developing  the  possibilities  of  the 
boys  and  girls. 

The  modern  school  library  is  a  form  and  phase  of  library 
extension.  It  tends  to  make  library  users  and  future  library 
supporters  of  high  school  boys  and  girls,  and  it  brings  into  full- 
est use,  all  local  and  state  library  resources. 


2  SCHOOL  J.JBRARY  MANAGEMENT 

The  modern  school  library  is  a  workshop,  not  a  study  hall  or 
a  lounging  room. 

For  this  library  the  essentials  are :  Adequate  room  and  equip- 
ment; well  selected  books;  organization;  trained  service. 

Standards  in  School  Library  Equipment 

The  library  in  the  school  has  been  retarded  in  its  develop- 
ment because  it  has  not  always  shared  in  the  scientific  planning 
and  management  given  to  other  departments  in  the  schools.  It 
is  still  not  fully  understood  that  there  are  standards  for  library 
equipment  and  organization  that  have  been  tested  for  usefulness 
and  economy  and  that  much  time,  money  and  effort  may  be 
saved  by  accepting  plans  and  systems  tried  and  approved  rather 
than  inventing  new  ones. 

The  most  important  general  statement  of  the  essentials  of 
school  library  equipment  is  found  in  the  Report  on  standards  of 
organization  and  equipment  for  schools  of  different  sizes,  pre- 
pared for  the  Commission  on  unit  courses  and  curricula  of  the 
North  Central  association  of  colleges  and  secondary  schools,  by 
C.  C.  Certain  of  Detroit.  This  report  was  accepted  and  adopted 
by  the  association. 

School  Library  Room 

The  library  within  the  school  is  a  laboratory  for  the  whole 
school  and  should  be  planned  for  as  carefully  as  any  other  part 
of  the  school  equipment,  to  give  the  same  returns  in  service  as 
other  laboratories. 

In  some  states,  building  requirements  stipulate  a  library  room 
in  each  school  building. 

LOCATION 

The  uses  which  the  library  may  serve  will  influence  the  loca- 
tion of  the  room,  but  it  must  always  be  placed  with  reference  to 
convenience  of  access.  Practically  all  school  libraries  in  small 
towns  serve  the  grades  as  well  as  the  high  school. 

SCHOOL   AND   TOWN    LIBRARY 

Where  the  school  has  the  only  library  in  the  town  and  must 
give  public  library  service  also,  the  best  location  is  the  first  floor. 
For  this  use,  double  space  or  two  rooms  thrown  together  should 


SCHOOL  LIBRARY  MANAGEMENT  3 

be  provided,  with  separate  room  for  children  if  possible.  This 
is  necessary  for  the  shelving  of  the  books,  since  public  library 
collections  of  fiction  are  often  unsuited  for  high  school  uses  and 
should  be  shelved  as  a  separate  collection. 

More  reading  table  space  is  also  needed  where  the  school 
library  serves  as  a  town  library.  It  must  have  an  outside  en- 
trance as  well  as  one  from  the  school,  and  should  be  so  arranged 
that  it  may  be  shut  off  from  the  rest  of  the  building  for  evening 
and  summer  use. 

With  the  library  in  the  front  of  the  building,  an  entrance  may 
be  placed  in  the  vestibule  between  outer  and  inner  main  entrance 
doors.  When  on  the  side,  or  in  remodeling  an  old  building,  one 
window  may  be  converted  into  a  door,  and  outside  vestibule  and 
steps  added. 

If  it  is  for  school  purposes  only  it  has  been  found  that  the 
most  satisfactory  location  for  a  library  is  on  the  second  floor  in 
a  central  position  in  the  building,  accessible  to  teachers  and 
students,  and  near  the  study  room,  but  separate  from  it.  It 
should  not  be  used  for  recitation  purposes.  Care  should  be  taken 
that  the  library  is  not  located  in  the  front  of  the  building  if  the 
facade  carries  ornamental  columns  which  may  throw  heavy 
shadows  into  the  room  during  part  of  the  day.  A  principal  re- 
quirement in  a  library  is  plenty  of  light  and  the  light  should  come 
from  one  side,  preferably  north  or  east. 

The  entrance  to  the  library  should  be  direct  from  the  corridor 
in  the  center  of  the  long  inside  wall  if  possible:  If  additional 
doors  opening  into  the  corridor  are  necessary,  they  should  be 
used  only  as  emergency  exits. 

The  library  classroom  should  be  located  adjoining  the  library 
room  at  one  end,  the  librarian's  work  and  file  room,  if  one  is 
provided,  at  the  other  end. 

If  a  direct  system  of  radiation  is  used,  radiators  should  be 
located  under  the  windows.  The  walls  between  the  windows 
and  doorways  should  be  kept  as  clear  as  possible,  of  all  radiators 
and  pipes  of  every  description,  electric  switches,  ventilators, 
thermostats,  etc.  If  thermostats  and  electric  switches  must 
be  located  on  the  wall,  they  should  be  placed  as  near  as  possible 
to  the  door  or  window  trim  so  as  not  to  break  up  the  wall  space 
available  for  shelving.  Every  inch  of  wall  space  below  a  point  7 
feet  from  the  floor  is  available  book  space,  and  should  be  con- 


4  SCHOOL  LIBRARY  MANAGEMENT 

served  with  as  few  exceptions  as  possible.  It  is  wise  to  omit 
from  the  walls,  chair  rails,  wainscoting,  and  baseboards.  The 
walls  can  then  be  plastered  to  the  floor,  and  after  the  book- 
shelving  is  set  in  place,  the  space  between  the  ends  of  the  book- 
shelving  and  door  trim  can  be  equipped  with  baseboards,  etc.  If 
it  is  necessary  for  vertical  pipes  to  pass  through  the  rooms,  they 
should  be  located  in  the  corners  of  the  room,  where  the  mitered 
wall  book  shelving  allows  sufficient  space  for  them.  In  this  way, 
the  available  book  space  is  not  encroached  upon. 

WORK  ROOM 

This  is  the  librarian's  work  and  file  room,  where  the  books 
are  cataloged,  prepared  for  the  shelves,  and  damaged  books  are  re- 
paired. This  room  should  be  about  twenty  feet  square,  equipped 
with  shelving  around  the  walls,  a  suitable  desk  or  table  for  past- 
ing, mending,  etc,  and  provided  with  a  wash  bowl  and  running 
water.  This  room  is  also  used  for  the  storing  of  unbound 
periodicals. 

SIZE  OF  LIBRARY  ROOM 

The  size  of  a  model  school  library  room  is  determined  by 
the  size  of  the  book  collection  and  the  number  of  readers  to  be 
accomodated  at  tables.  This  should  not  be  less  than  six  percent 
of  the  total  number  of  students.  Tables  (3ft  x  5ft)  should  be 
arranged  in  rows  so  that  the  end  of  the  table  is  parallel  to  the 
long  exterior  wall,  that  the  greatest  benefit  may  be  derived  from 
light  entering  the  room  from  the  windows.  There  should  be  a 
clear  space  of  from  four  to  five  feet  between  tables  and  between 
tables  and  cases.  In  smaller  schools,  there  should  be  two  such 
rows  of  tables,  while  larger  schools  require  three.  Thus  for  a 
small  school,  the  width  of  the  room  should  be  twenty-five  feet. 

SHELVING 

Open  shelving  should  be  provided,  having  all  books  in  view 
and  within  reach.  Shelving  should  be  built  around  the  walls 
and  under  the  windows,  if  these  are  sufficiently  high.  Specifica- 
tions for  shelving  and  for  tables  and  chairs  given  here  are  taken 
from  Marvin — Small  library  buildings  (A.  L.  A.  pub.  bd., 
Chicago). 


SCHOOL  LIBRARY  MANAGEMENT  5 

Plain  wooden  wall  shelving  is  better  than  any  other.  Library 
shelving  must  be  built  according  to  standard  measurements  and 
should  be  finished  square  on  the  edges.  Upright,  base  and 
cornice  should  be  finished  flush  on  the  edges  and  there  should 
be  no  projections  on  which  the  books  may  catch.  A  projecting 
base,  becomes  very  unsightly.  The  shelves  need  not  be  backed 
except  for  sake  of  appearance.  (Uprights  between  shelves  must 
be  solid.) 

The  usual  faults  of  shelving  are :  Making  the  shelves  too  long 
so  that  they  sag  with  the  weight  of  the  books ;  making  them  too 
high,  so  that  the  upper  shelves  are  not  easily  reached;  projections 
against  which  the  books  catch,  and  poor  shelf  supports. 

The  maximum  height  for  shelving  is  seven  shelves  high.  Each 
section  or  space  between  uprights  should  not  be  over  36  inches 
long  and  less  than  that  is  preferable.  Uprights  should  be  solid, 
otherwise  the  books  will  slip  through.  Shelving  is  ordinarily 
made  of  i-inch  lumber,  finished  to  %  inch.  In  fixed  shelving, 
there  should  be  a  space  of  about  ten  inches  clear  between 
shelves,  the  depth  not  to  be  over  eight  inches,  except  for  refer- 
ence books,  for  which  nine  to  ten  inches  is  necessary.  The  base 
should  be  six  inches  high,  the  cornice  about  four  inches.  This 
makes  seven  feet,  two  inches  for  a  seven  shelf  case.  Where  wall 
space  is  sufficient  six  feet  ten  inches  is  a  better  height  for  the 
shelving.  Movable  shelves  should  be  built  on  the  same  measure- 
ments. The  best  supports  are  good  sized  metal  pins,  fitting  in 
a  double  row  of  holes  in  the  uprights.  These  should  be  about 
two  inches  each  side  and  one  inch  apart.  Care  should  be  taken 
to  have  holes  bored  in  all  uprights  on  exactly  the  same  measure- 
ments. 

Where  no  workroom  is  provided,  a  supply  cupboard  should 
be  built  in  with  the  shelving. 

CAPACITY  OF  BOOK  SHELVES 

To  determine  the  shelving  capacity,  eight  books  are  counted 
to  the  running  foot.  One-third  of  each  shelf  should  remain 
vacant,  to  avoid  constant  shifting  of  books  as  additions  are 
made.  Cases  built  seven  shelves  high,  allow  for  fifty-six  vol- 
umes to  the  foot  for  the  wall  shelving. 

Where  wall  space  is  limited  and  the  room  is  sufficiently  wide, 
short  doublefaced  stacks  not  more  than  thirty-six  inches  long, 


6  SCHOOL  LIBRARY  MANAGEMENT 

may  be  built  from  the  wall  shelving  at  intervals  of  four  feet, 
thus  making  alcoves.  If  there  is  any  space  under  the  windows 
not  needed  for  radiation,  shelves  may  be  placed  there  for  refer- 
ence books,  allowing  six  inch  base,  two  shelves  one  inch  thick 
and  not  more  than  nine  inches  deep.  The  top  of  such  a  case 
should  be  flush  with  the  window  sill  and  be  made  into  a  shelf  to 
rest  the  book  upon  while  consulting  it. 

LIGHTING 

Care  should  be  taken  in  the  planning,  to  secure  plenty  of  nat- 
ural light  for  both  the  shelves  and  the  reading  tables.  The 
present  type  of  school  buildings,  with  large  windows  on  one  side 
only,  often  makes  it  necessary  to  place  most  of  the  shelving  on 
the  wall  opposite  the  windows.  If  alcove  shelving  is  used,  it 
should  be  so  placed.  The  cases  should  never  be  extended  into 
the  room  in  such  a  way  as  to  shut  off  the  light.  Careful  provi- 
sion must  be  made  for  artificial  light,  particularly  when  the  room 
is  to  be  used  in  the  evening.  Ceiling  lights  are  preferable  to 
table  lights,  and  the  direct-indirect  system  is  generally  conceded 
to  give  the  most  perfect  light. 

HEAT 

One  practical  objection  to  public  library  service  from  the 
school  library  arises  from  the  inability  to  heat  the  library  room 
for  evening  and  Saturday  use,  when  the  school  is  not  in  session. 
If  such  service  is  contemplated,  separately  controlled  heat  mains 
should  be  provided  when  the  heating  system  is  installed. 

FLOOR  COVERING 

To  provide  the  quiet  needed  for  study,  the  floor  should  be 
covered  with  cork  carpet  or  battleship  linoleum. 

FURNITURE 

Essentials  in  furniture  are  reading  tables  and  chairs,  table  or 
desk  for  the  librarian,  cabinet  and  stand  for  the  card  catalog, 
magazine  rack,  vertical  file  and  bulletin  boards. 

TABLES  :  The  unit  of  space  required  for  a  student  in  a  school 
library  is  approximately  thirty  inches.  A  table,  3x5  feet  and 
thirty  inches  high  is  the  ideal  size.  It  conveniently  accommo- 
dates six  readers,  two  on  each  side  and  one  more  at  each  end. 


SCHOOL  LIBRARY  MANAGEMENT  7 

This  size  table  with  a  maximum  of  six  students  is  convenient 
for  work  and  makes  supervision  easy. 

The  table  must  be  plain  and  substantial,  and  without  drawers. 
Foot  boards  should  be  omitted,  and  the  legs  bolted  to  give  rigid- 
ity. There  should  be  no  finish  around  the  edge  of  the  top. 

Tables  longer  than  five  feet  are  objectionable.  They  permit 
of  larger  groups,  thereby  encouraging  conversation  and  restless- 
ness. The  3x5  size  permits  of  convenient  aisles  and  allows  free 
use  of  the  room.  It  is  particularly  convenient  for  -rearrange- 
ment into  "U"  or  "T"  shape  forms  for  the  grouping  of  a  class 
using  illustrative  material. 

Round  tables  add  to  the  appearance  of  the  room  and  are  good 
for  quiet  study.  They  should  not  be  more  than  four  feet  in 
diameter.  If  tables  for  younger  children  are  needed,  they  may 
be  the  same  size  as  the  others  except  the  height  should  be 
twenty-six  inches  or  twenty-eight  inches  with  chairs  sixteen  or 
seventeen  inches  from  the  floor  with  back  of  -seat  corresponding, 
not  large  chairs  cut  down. 

CHAIRS  :  These  should  be  light  but  strong  and  without  arms. 
Bent  wood  chairs  are  light,  and  therefore  easy  to  move,  but  tip 
and  break  easily  and  they  are  not  especially  comfortable. 

Solid  chairs  with  seat  of  saddle  type  and  properly  constructed 
back  are  more  expensive,  but  are  much  more  satisfactory  in  com- 
fort and  durability.  If  the  floor  is  not  covered  with  cork  carpet, 
all  chairs  should  have  rubber  tips  to  lessen  the  noise. 

CHARGING  DESK 

Every  school  library  should  have  a  well-equipped  flat  top  desk 
for  the  librarian's  use  in  the  transaction  of  the  library  business. 

The  top  should  be  large  enough  to  permit  the  charging  and 
discharging  of  books,  the  registration  of  borrowers  and  the 
filing  of  book  cards  (5x3-in.)  in  a  sunken  book  card  tray,  or  in 
a  tray  on  top  of  the  -desk. 

The  space  inside  the  desk  should  be  divided  into  drawers 
conveniently  arranged  for  cash  drawer  with  money  tray;  draw- 
ers to  hold  card  supplies  and  forms;  and  for  registration  card 
file  (cards  3x5)  ;  compartments  for  accession  book  (loxg-in.) 
and  registration  book  should  also  be  provided  and  shelves  for 
temporary  storage  of  reserve  books  and  returned  books. 


8  SCHOOL  LIBRARY  MANAGEMENT 

The  usual  height  for  a  low  desk  at  which  the  librarian  sits 
in  a  chair  of  ordinary  height  is  32}^  inches. 

For  the  smaller  school  the  straight  type  is  used.  The  "U" 
shaped  desk  used  in  the  Girl  high  school,  Brooklyn,  is  thirty-two 
inches  high,  eighty-four  inches  wide,  eighty-three  inches  deep.  It 
groups  all  the  materials  within  easy  reach,  so  that  one  person 
can  do  the  various  types  of  work  comfortably  in  normal  times 
and  it  is  sufficiently  large  to  admit  of  an  assistant  at  the  rush 
time. 

The  wing  type  charging  desk  is  desirable  for  large  schools  if 
the  shape  of  the  "U"  desk  is  not  suited  to  the  room.  This  is 
commonly  thirty-nine  inches  high  and  requires  a  high  base  swivel 
chair. 

CARD  CATALOG  CASES 

As  soon  as  a  card  shelf  list  or  card  catalog  is  made,  a  case 
must  be  provided.  The  drawers  in  these  cases  must  be  of 
standard  size,  to  accommodate  standard  library  cards,  which  are 
three  by  five  inches.  The  drawers  must  be  fitted  with  round 
rods.  A  stand  must  be  provided  for  the  catalog  case. 

PERIODICAL  RACKS 

These  may  be  made  by  the  manual  training  department.  The 
usual  dimensions  are  five  feet,  two  inches  high,  three  feet  six 
inches  wide,  one  foot  eight  inches  deep.  This  will  accomodate 
about  thirty  magazines. 

Racks  may  be  bought  of  library  supply  houses  which  are  of 
proper  size  to  take  the  current  magazines  published  today. 

ATLAS  AND  DICTIONARY  CASES 

These  are  conveniently  arranged  for  the  care  of  atlases, 
folios  and  large  books  which  must  lie  flat.  These  have  sliding 
shelves  and  the  top  is  made  sloping  to  accomodate  the  diction- 
ary. 

BULLETIN  BOARDS 

Space  must  be  allowed  for  proper  placing  of  bulletin  boards. 
If  there  are  pillars  in  the  room  they  may  be  placed  on  them. 
They  are  usually  made  of  cork  carpet  framed.  A  large  one 
should  be  provided  for  the  daily  clipped  newspaper. 


SCHOOL  LIBRARY  MANAGEMENT  9 

DISPLAY  CASE  WITH  BULLETIN  BOARD 

Such  a  case  is  very  desirable  for  the  display  of  a  group  of 
books,  for  a  particular  subject  or  in  special  bindings.  The  bul- 
letin board  above  permits  of  lists  or  notices  regarding  them. 

VERTICAL  FILE 

To  properly  care  for  the  small  pamphlets,  bulletins,  unframed 
pictures  and  clippings  so  much  used  in  high  schools,  the  vertical 
file  is  necessary.  These  are  cases  containing  from  2  to  4  draw- 
ers. The  letter  size  is  commonly  used  in  which  a  sheet  9^x11% 
inches  may  be  filed. 

For  pictures  the  legal  size  is  better.  Cases  may  be  bought 
which  provide  drawers  for  pictures  combined  with  small  drawers 
for  postal  cards  and  trays  for  lantern  slides. 

TRUCK 

A  book  truck  is  desirable  in  a  small  library  and  indispensible 
in  a  large  one. 

For  effective  work  additional  equipment  is  needed  as  follows : 
celluloid  holders  for  handling  pictures,  files  for  lantern  slides, 
post  cards,  and  victrola  records,  a  cutting  machine,  pamphlet 
cases,  book  supports,  shelf  markers. 

SUPPLIES 

Library  furniture  and  library  supplies  have  been  standardized 
to  meet  the  particular  needs  of  library  work.  There  are  special 
forms  for  labels,  accession  books,  record  sheets,  book  pockets 
and  cards.  Correct  charging  trays,  book  supports,  ink  for  mark- 
ing books,  shelf  label  holders,  magazine  holders,  and  card  catalog 
cases  are  obtainable.  These  should  be  purchased  for  library  use 
instead  of  business  forms  and  files. 

SUMMARY 

Essentials  for  a  good  school  library  room: 
Room  of  adequate  size,  conveniently  located. 
Good  light. 

Shelving:  Open  wall  shelving. 
Floor  covering. 


io  SCHOOL  LIBRARY  MANAGEMENT 

Furniture : 

Reading  tables  to  seat  an  average  class. 

Chairs. 

Magazine  rack. 

Desk  for  librarian. 

Vertical  file 

Card  catalog  case  and  stand. 

Bulletin  boards. 

Charging  tray. 

Pamphlet  boxes. 

(In  the  suggestions  for  Room  and  equipment  "School  libraries"  by  the 
Library  Bureau  has  been  freely  drawn  upon). 

Book  Selection 

The  selection  of  books  is  of  first  importance  in  school  library 
work. 

On  the  increased  use  of  books  and  improvement  in  the  qual- 
ity of  reading  the  whole  success  of  the  library  as  a  part  of  the 
educational  work  of  the  school,  depends. 

Indiscriminate  purchase  of  books  is  one  of  the  most  wasteful 
practices  in  the  schools.  The  school  libraries  are  over-crowded 
with  expensive  sets,  subscription  books,  obsolete  books  of  teach- 
ing methods,  books  too  difficult  for  the  students,  and  very  cheap 
editions  with  bad  print  and  paper.  In  the  same  schools,  the 
books  actually  needed  are  often  lacking. 

As  in  the  selection  of  any  equipment,  or  tools,  the  selection 
of  books  must  be  based  upon  the  purpose  for  which  the  books 
are  to  be  used,  and  thorough  knowledge  of  books.  No  book 
should  be  bought  for  any  school  library  without  a  definite  idea 
in  mind  that  it  will  be  of  immediate  use  in  connection  with  some 
study,  or  for  the  help  of  some  individual. 

BOOK  SELECTION  FOR  THE  GRADES  AND  FOR  COUNTRY  SCHOOLS 

i.  Books  should  be  chosen  which  have  a  direct  bearing  on  all 
the  subjects  taught  in  the  school,  including  some  on  agriculture, 
hygiene,  nature  study  and  science,  a  complete  United  States  his- 
tory for  reference  use,  modern  history,  some  one-volume  collec- 
tions of  literature  (not  sets),  books  about  children's  reading  and 
story  telling,  handbooks  of  information,  atlases  and  books  of 


SCHOOL  LIBRARY  MANAGEMENT  11 

simple   reference.     Books   on   domestic  science,    music,  picture 
study,  should  also  be  included. 

2.  Books  must  be  selected  to  train  in  habits  of  observation, 
to  aid  in  identifying  the  stars,  birds,  trees,  wild  flowers  and  wild 
life  in  all  forms. 

3.  Some  books  should  be  chosen  for  the  library  which  will 
help  in  planning   for  school  activities;  boys'  and    girls'  clubs, 
school   entertainments,   warm   lunches,    social   center  work,   de- 
bating societies. 

4.  The  library  should  include  those  books  which  are  gener- 
ally accepted  as  the  best  of  the  world's  literature,  and  which 
should  be  placed  in  the  way  of  every  child  while  young.    Some 
of  these  are :  Alcott,  Little  Women ;  Bunyan,  Pilgrim's  Progress ; 
Baldwin,    Story  of   Siegfried;    Carroll,    Alice  in  Wonderland; 
Andersen,  Fairy  tales ;  Hawthorne,  Wonder  book ;  Harris,  Uncle 
Remus;  Kipling,  Jungle  book;  Lamb,  Tales  from  Shakespeare; 
Macleod,   Book  of   King  Arthur;    Mother    Goose;    Stevenson, 
Child's  Garden  of  Verses;   Treasure  Island.     There  are  many 
others  which  should  be  included. 

5.  In  selecting  stories,   those  should  be  chosen  which   are 
strong  in  human  interest,  but  which  preserve  the  right  ideals  of 
conduct  and  achievement. 

6.  Interesting   biography   should    be   provided     for   all   the 
grades,  to  follow  the  reading  of  the  stories  of  imaginary  people, 
books  which  will  inspire,  as  well  as  those  which  will  give  interest 
to  the  study  of  history. 

7.  Books  should  be  included  to  meet  the  children's  interests 
or  to  develop  talents;  books  of  games,  sports,  drawing,  occupa- 
tions, such  as  simple  books  of  sewing  and  basketry  for  the  girls; 
mechanics,  electricity  and  wood  working  for  the  boys ;  also  books 
on  vocations  for  older  boys  and  girls. 

8.  The  books  should  always  be  chosen  with  the  pupils    in 
mind,  selecting  those  which  are  easily  within  their  comprehen- 
sion, including  something  for  all  ages  and  interests. 

9.  Only  those  which  are  wholesome  in  tone  should  be  bought, 
which  are  written  in  good  English,  and  which  contain  enough 
information,  beauty  or  enjoyment  to  make  them  worth  while. 
No  books  should  be  bought  because  they  are  harmless,  but  be- 
cause they  will  contribute  to  the  life  and  work  of  the  school. 


12  SCHOOL  LIBRARY  MANAGEMENT 

10.  Books  should  be  bought  in  as  good  editions  as  can  be 
afforded.  An  attractive  looking  book  will  be  read  and  enjoyed, 
while  the  same  in  small  type,  poor  paper  and  dingy  cover  will 
never  be  read. 

In  all  collections,  standardization  should  be  the  chief  aim. 
New  books  for  younger  children  are  not  especially  desirable. 
The  books  that  have  stood  the  test  of  time,  and  are  real  liter- 
ature, should  be  provided  first.  Lists  of  such  books  may  be  ob- 
tained free,  or  at  little  cost  from  the  larger  public  libraries  and 
from  state  library  commissions. 

BOOK    SELECTION    FOR   HIGH    SCHOOLS 

Books  should  be  chosen  to  be  used  in  connection  with  every 
subject  taught.  The  library  is  not  for  the  History  and  English 
departments  alone,  but  every  subject  should  be  enriched. 

The  history  department  should  be  provided  with  some  care- 
fully selected  books  of  modern  biography  and  history,  including 
causes  of  the  great  war  and  some  personal  accounts. 

For  the  supplementary  reading  in  English,  the  library  should 
provide  not  only  the  standard  fiction,  but  also  interesting  and 
vital  biographies,  travel,  essays,  and  modern  poetry. 

In  connection  with  vocational  guidance,  books  of  ethics,  the 
trades  and  professions,  education  and  training,  and  biographies 
of  modern  people  must  be  furnished. 

Science  in  readable  form  and  with  modern  application,  books 
of  art  in  all  its  forms,  music,  athletics  and  sports,  books  of  handi- 
crafts, all  must  be  represented. 

Every  book  in  the  library  should  pass  the  quality  test,  i.e.: 
Truth,  good  English,  wholesome  ideas,  high  moral  tone,  readable- 
ness,  vitality.  Care  should  be  taken  to  secure  the  best  on  each 
subject. 

A  fine  edition  collection  should  be  built  up  in  every  library  as 
rapidly  as  funds  will  permit.  These  books  serve  to  interest  stu- 
dents in  classics,  in  owning  books,  and  the  teachers  of  various 
subjects  find  them  useful  for  typography,  drawing,  color,  cos- 
tume, and  for  the  artist's  interpretation  of  literature. 

STANDARDIZATION 

To  assist  schools  in  the  selection  of  good  and  useful  books, 
library  lists  for  schools  are  provided  in  several  states. 


SCHOOL  LIBRARY  MANAGEMENT  13 

These  lists  are  carefully  prepared  to  meet  as  far  as  possible 
the  needs  of  all  the  schools  in  the  state  and  to  give  the  teachers 
a  reliable  guide  to  books  that  have  been  tried  with  young  people, 
and  approved  by  librarians  and  teachers. 

Generally  speaking,  they  all  include  many  of  the  same  titles, 
with  additions  to  meet  local  needs.  Library  lists  vary  in  ar- 
rangement, some  grouping  by  grade,  roughly  by  subject  or  by 
class  according  to  library  usage. 

The  advantage  of  a  graded  list  is  that  an  inexperienced 
teacher  finds  ready  help  in  selecting  books  for  her  classes.  Since 
the  use  of  a  book  in  a  certain  grade  varies  according  to  the  read- 
ing facility  of  the  child,  a  graded  list  must  repeat  the  same  titles 
in  different  grades. 

A  classed  list  serves  as  a  guide  to  the  arrangement  of  books 
on  the  shelves  and  groups  books  by  subject.  Many  of  the  classed 
lists  also  indicate  grades  for  the  books. 

Most  state  school  library  lists  attempt  to  cite  the  best  cheap 
editions.  The  public  library  "Best"  lists  give  the  best  editions 
regardless  of  cost. 

If  not  provided  by  the  state,  schools  should  obtain  from  the 
State  Library  commission,  or  largest  public  library  one  or  more 
standard  lists  to  be  used  as  guides  in  purchase  and  arrangement. 

Large  schools  with  unlimited  library  funds  will  find  The 
Booklist  (A.  L.  A.  pub.  board,  78  E.  Washington  St.,  Chicago, 
$1.50  per  year),  of  value  for  new  books  and  notes  on  Govern- 
ment documents  of  timely  interest. 

Economical  book  selection  is  not  possible  until  the  library  is 
put  in  order  and  classified.  After  this  work  is  done,  the  shelves 
or  the  shelf  list  will  show  where  the  collection  is  weak. 

Teachers  should  be  asked  to  check  the  school  lists  for  books 
to  be  added  for  the  subjects  in  which  they  are  most  interested. 
Lists  of  books  in  addition  to  those  on  the  school  lists  should  be 
carefully  considered  and  the  books  compared  before  purchase. 

If  a  teacher  is  not  interested  in  building  up  the  library  side  of 
her  work,  the  teacher-librarian  or  the  superintendent  should 
select  pooks  so  that  all  subjects  will  be  represented  in  the  library. 
If  all  the  books  wished  cannot  be  purchased  at  once,  an  order 
file  is  kept,  as  suggestive  for  later  purchases. 

Complete  works  of  authors  should  be-  avoided.  There  are 
very  few  authors  of  whose  writings  any  library  would  want  all. 


14  SCHOOL  LIBRARY  MANAGEMENT 

The  titles  wanted,  if  bought  separately,  could  be  replaced    at 
any  time,  as  they  could  not  be  if  part  of  a  set. 

EDITIONS 

The  size  of  the  library  and  its  needs  will  determine  whether 
books  are  bought  in  the  cheapest  editions  or  in  the  best.  None 
should  be  bought  that  are  not  on  good  paper,  with  clear  print  and 
attractive  in  appearance.  A  school  would  not  usually  purchase 
a  finely  illustrated  edition  unless  the  same  book  was  in  the  library 
in  cheap  edition  for  home  use. 

LIBRARY  BINDING 

In  school  library  lists,  this  term  is  used  to  indicate  that  the 
binding  has  been  strengthened.  Such  books  more  than  pay  for 
the  extra  cost  in  their  wearing  qualities.  They  should  be  pur- 
chased whenever  available.  Some  librarians  have  all  their  new 
books  reinforced  before  using. 

Any  new  books  will  be  reinforced  by  the  H.  R.  Huntting  co., 
Springfield,  Mass.,  or  Chivers  bindery,  Brooklyn,  N.Y. 

Reference  Books 

General  reference  books  must  be  selected  with  care,  consider- 
ing both  subject-matter  and  price.  With  a  well-balanced  library, 
i.e.,  one  in  which  all  subjects  are  represented,  there  is  less  need 
for  general  reference  books. 

ENCYCLOPEDIAS 

Encyclopedias  must  be  of  first  quality,  modern  in  subject- 
matter  and  treatment,  and  of  recent  date.  If  a  great  saving  can 
be  effected  in  the  purchase  of  an  older  edition  of  the  best  en- 
cyclopedia, schools  may  find  it  worth  while  to  purchase  it  and 
the  year  books  which  supplement  it. 

Encyclopedias  should  not  be  purchased  without  comparison 
with  other  sets  and  verifications  of  prices. 

ATLASES 

If  the  school  is  limited  in  book  funds,  it  is  better  to  buy  an 
inexpensive  atlas  and  replace  frequently  than  to  spend  much 
money  for  a  large  atlas. 


SCHOOL  LIBRARY  MANAGEMENT  15 

STATISTICAL  HAND  BOOKS 

The  newspaper  hand  books  such  as  the  World  almanac  offer 
a  great  amount  of  statistical  and  miscellaneous  information  at 
very  low  prices.  Such  books  should  be  replaced  annually. 

A  list  of  especially  valuable  reference  books  will  be  found  in 
all  the  state  school  library  lists. 

Magazines 

Magazines  are  helpful  in  the  work  of  the  school  library.  The 
cheap,  sensational  magazines  which  would  admit  to  the  library 
stories  which  would  be  rejected  in  book  form  should  be  carefully 
avoided.  Magazines  which  are  of  current  interest,  and  which  are 
valuable  for  debate  work  and  general  reference  use,  and  worth 
binding  as  a  permanent  part  of  the  library  should  be  bought 
freely,  giving  preference  to  those  which  are  indexed. 

A  periodical  index  is  necessary  to  make  all  the  material  in 
the  magazines  available.  The  Readers'  guide  to  periodical  litera- 
ture, H.  W.  Wilson  Co.,  958-64  University  ave.,  New  York,  is 
invaluable  in  the  use  of  magazines,  either  current  or  bound.  It 
is  issued  monthly,  and  cumulates. 

Schools  with  large  agricultural  departments  will  need  the 
Agricultural  index  (10  numbers  per  year,  cumulative),  H.  W. 
Wilson  Co.,  New  York. 

This  indexes  scientific  and  technical  journals  on  agriculture, 
horticulture,  forestry,  and  allied  subjects;  popular  farm  journals, 
bulletins,  publications  of  societies  and  organizations. 

For  either  index,  write  the  firm  for  prices,  giving  the  list  of 
magazines  for  which  the  school  subscribes. 

MAGAZINES  FOR  LOWER  GRADES 

*Boys'  life.        Boy  scouts  of  America,  New  York $1.00 

*Current  events  (weekly).       Current -events,  Chicago 40 

*Little folks.        Casino  co.,  Salem,  Mass i.oo 

St.  Nicholas.         Century  co.,  New  York 3.00 

*  Youths'  companion  (weekly) .     Youths' companion,  Boston.     2.00 
*Wohelo.        Camp  fire  girls,  New  York i.oo 

MAGAZINES  USEFUL  FOR  JUNIOR  AND  SENIOR  HIGH  SCHOOLS 
American  city      (Town  &  county  ed)  New  York $3.00 

*  American  cookery        Boston 1.50 


16  SCHOOL  LIBRARY  MANAGEMENT 

Atlantic  monthly        Boston  4.00 

Current  history        New  York  Times 3.00 

Current  opinion        New  York 3.00 

Good  housekeeping        New  York  1.50 

Harper's  magazine        New  York 4.00 

Independent        New  York 4.00 

Industrial  arts  magazine        Milwaukee 2.00 

International  studio        New  York 5.00 

Literary  digest        New  York  4.00 

Mentor       New  York 4.00 

*Musical  America        New  York  3.00 

National  geographic  magazine         Washington,  D.C 2.50 

New  Republic       New  York 5.00 

Outlook        New  York 4.00 

*Popular  mechanics       Chicago 2.00 

*Popular  science  monthly       New  York 2.00 

Scientific  American        New  York  5.00 

Scribner's  magazine       New  York 4.00 

Survey        New  York  4.00 

World's  work       New  York 4.00 

MAGAZINES  FOR  TEACHERS 

Education        Boston   3.00 

Educational  review        Columbia  univ 3.00 

Elementary  school  journal       Univ.  of  Chicago 1.50 

English  journal        Univ.  of  Chicago 2.50 

*Historical  outlook        Philadelphia 2.00 

fjournal  of  geography        New  York  i.oo 

fKindergarten-Primary  magazine        Manistee,  Mich i.oo 

fNature  study  review        Ithaca,  N.Y i.oo 

School  and  society        New  York  3.00 

*School  arts        Worcester,  Mass 2.00 

School  review        Univ.  of  Chicago   1.50 

School  science  and  mathematics         Chicago  2.50 

Science        New  York 5.00 

Teachers  college  record       Columbia  univ 1.50 

*Not  indexed  in   Readers'   Guide, 
tlndexed  in  Readers'  Guide  Supplement. 


SCHOOL  LIBRARY  MANAGEMENT 


Book  Buying  and  Ordering 

Schools  find  it  more  economical  to  buy  all  books  from  a  book 
dealer.  The  books  sold  only  through  agents,  usually  comprising 
complete  works  of  authors,  sets  of  encyclopedias,  and  subscrip- 
tion books,  are  the  most  expensive  and  usually  the  least  useful 
books  that  can  be  bought. 

Practically  all  books  sold  by  agents  may  be  obtained  at  greatly 
reduced  price  from  a  reliable  dealer  in  second-hand  books  and 
remainders. 

ORDER  CARDS 

As  requests  for  books,  which  are  of  special  value  and  which 
are  not  in  the  library  are  received,  order  cards  are  made. 

Order  cards  may  be  bought,  or  blank  cards  filled  out  to  give 
the  following  information : 


Class   No. 

Author's  surname,   followed    by   initials 

Date  ordered 

Title 

Of 

Vols.                       Date 

Received 

Edition                                         Publisher                                       Price 

Cost 

Recommended   by 

Approved  by 

Reviewed  in 

L.  C.  card  No. 

Is  it  In  A.  L.  A.  Catalog  or  A.   L.  A.  Book  list? 

These  cards  are  filed  by  author  or  grouped  by  publisher.  The 
latter  arrangement  is  most  convenient  when  book  purchases  are 
made  through  the  visiting  representatives  of  publishing  houses. 

When  purchases  can  be  made,  this  list  should  be  consulted 
first. 

PRICES  AND  DISCOUNT 

The  discount  which  may  be  obtained  by  a  school  varies  largely 
with  the  length  of  time  the  book  has  been  published.  The  dealer 


i8  SCHOOL  LIBRARY  MANAGEMENT 

who  handles  a  large  stock  is  able  to  give  a  better  discount  than 
the  local  merchant  who  orders  through  another  dealer.  All 
regular  dealers  give  some  discount  to  schools. 

If  the  school  is  purchasing  a  large  number  of  books,  it  is 
sometimes  economical  to  get  bids  from  several  dealers.  In  mak- 
ing the  lists  for  such  bids,  the  publisher's  name  should  be  given 
as  well  as  author  and  title,  to  designate  the  edition  desired. 

Some  of  the  best  cheap  editions  are  the  Home  university  li- 
brary, and  the  reprint  editions:  Everyman's  library,  Standard 
library  and  Grosset  and  Dunlap  editions. 

The  Home  university  library  includes  new  books  on  a  great 
variety  of  subjects.  They  are  small  in  size,  light  to  handle,  have 
fair  paper  and  print,  and  are  by  authoritative  writers. 

Everyman's  library  consists  of  reprints  of  a  large  number  of 
the  classics  of  literature.  The  volumes  are  small  and  attractive 
in  appearance.  The  margins  are  narrow  and  the  books  cannot 
be  rebound  and  must,  therefore,  be  purchased  in  library  binding. 
The  print  varies  in  size  and  in  very  long  books  is  too  small  to 
be  useful. 

Grosset  reprints  are  chiefly  of  fiction.  They  are  reprints  from 
the  original  plates,  and  so  retain  the  appearance  of  the  original 
edition.  The  plates  are  rented  by  this  company  from  the  original 
publisher  for  a  limited  number  of  copies.  When  this  number  has 
been  printed  the  plates  are  returned  and  the  book  is  only  obtain- 
able at  the  original  price. 


PART  II 
ORGANIZATION 

Organising  the  Library 

Most  schools  have  on  hand  a  collection  of  books  which  must 
be  organized  into  a  working  collection.  To  do  this  accurately 
requires  a  knowledge  of  library  methods  which  can  only  be  ob- 
tained by  taking  a  course  in  a  library  school.  Since  all  schools 
cannot  afford  a  librarian,  the  simplest  processes  are  described  in 
detail  and  if  carefully  and  thoughtfully  followed  will  bring  the 
library  into  order  and  usefulness. 

Putting  a  library  in  order  is  not  a  work  for  children ;  it  should 
be  done  by  a  person  of  education  and  judgment,  using  student 
help  for  mechanical  processes  only,  and  these  carefully  super- 
vised, that  the  work  may  be  done  neatly  and  accurately. 

Directions  for  each  part  of  the  work  should  be  carefully 
studied  and  thoroughly  understood  before  that  work  is  under- 
taken. Original  ideas  of  persons  untrained  in  library  work  are 
seldom  practicable  in  school  libraries,  considering  that  the  per- 
sonnel of  the  teaching  staff  changes  very  frequently  and  work 
done  in  an  original  way  is  unintelligible  to  those  who  come  after. 
Standard  library  methods  adapted  to  school  use  are  best  to  fol- 
low. 

Putting  an  old  library  in  order  takes  time  and  the  work  must 
be  carefully  planned  to  make  the  time  spent  upon  it  count  to  the 
best  advantage. 

Experience  in  organizing  public  and  school  libraries  has 
shown  the  following  routine  to  be  the  most  economical  of  time : 

Routine  in  Putting  the  Library  in  Order 

1.  Preparation  of  shelving 

2.  Collecting  the  books  belonging  to  the  library 

3.  Ordering  supplies 

4.  Sorting  the  books  into  groups 

(1)  Discards 

(2)  Books  to  be  rebound 


20  SCHOOL  LIBRARY  MANAGEMENT 

(3)  Books  to  be  mended 

(4)  Books  in  good  condition  and  of  known  usefulness 

5.  Mending  books  in  need  of  repair 

6.  Removing  old  labels  from  the  backs 

7.  Mechanical  preparation  of  new  books 

8.  Placing  the  book  pocket  on  inside  front  or  back  cover 

9.  Classification 

10.  Accessioning 

11.  Writing  book  card 

12.  Marking  books  on  the  back 

13.  Arrangement  on  shelves 

14.  Marking  shelves.    Posting  classification  outline 

15.  Checking  school  list 

16.  Charging  records 

17.  Making  the  card  records 

(1)  Shelf  list 

(2)  Catalog 

The  details  for  these  processes  follow  in  the  same  order. 
Country  schools  would  omit  Processes  8  and  n,  16  and  17. 

I.    Preparation  of  Shelving 

There  should  be  enough  shelving  to  accommodate  all  the 
books  belonging  to  the  library  and  to  allow  for  growth.  It  is 
useless  to  attempt  to  put  a  library  in  order  unless  there  is  suffi- 
cient shelving  upon  which  to  place  the  books  after  they  are 
classified.  See  suggestions  on  shelving  in  the  article  on  The 
Library  room. 

2.     Collecting  the  Books 

Before  beginning  the  work  all  of  the  books  belonging  to  the 
school  should  be  called  in.  Teachers  and  pupils  should  be  asked 
to  bring  in  all  of  the  books  they  have  and  a  request  put  in  the 
local  paper  that  all  books  belonging  to  the  school  be  returned 
from  the  homes.  All  of  the  library  books  belonging  to  the 
school  should  be  shelved  in  the  library  room  that  they  may  be 
available  when  not  in  use.  If  kept  permanently  in  the  class- 
rooms, they  are  lost  to  the  rest  of  the  school. 


SCHOOL  LIBRARY  MANAGEMENT  21 

3.    Supplies 

Library  supplies  have  been  standardized  to  meet  the  needs  of 
this  kind  of  work,  and  library  supplies,  not  business  cards  and 
files,  should  be  bought. 

Supplies  should  be  ordered  for  the  part  of  the  work  that  is 
to  be  undertaken.  If  a  library  is  wholly  unorganized,  the  sup- 
plies needed  first  will  be :  Mending  material,  pockets,  cards  and 
charging  tray  for  charging  system;  white  ink,  India  ink  and 
shellac  for  marking  the  books;  accession  book,  and  shelf  sup- 
ports. Catalog  cards  and  catalog  card  cases  should  not  be  or- 
dered until  the  other  work  is  completed. 

The  following  list  of  supplies  may  be  recommended  for  use- 
fulness and  moderate  cost.  If  more  expensive  material  is  desired, 
the  catalogs  of  library  supply  houses  should  be  consulted.  Prices 
given  here  are  approximate. 

SUPPLIES  FOR  MECHANICAL  PREPARATION — FOR  $00  BOOKS 

Accessioning 

Accession  book  (1000  line)  (paper)  $1.00 

Black  ink 

Steel  ink  eraser  50 

Charging  system 

500  book  pockets  (open  end,  printed  with  name  of  li- 
brary)          1.75 

or 

500  book  pocket  strips  i.oo 

500  book  cards,  manila 75 

Paste 

Brushes   15 

Charging  tray  with  guides  (wood,  without  cover)   i.io 

Record  of  books  loaned  10 

Marking 

David's  White  Letterine  15 

or 

Gaylord's  White  marking  ink   15 

India  ink  25 


22  SCHOOL  LIBRARY  MANAGEMENT 

De  Voe's  White  Spirit  varnish 25 

or 

White  Hickory  shellac 25 

Penholder,  preferably  cork 

Pens— Esterbrook  Judges'  quill  No.  312 

Mending 

See  under  Mending,  p.  30. 

Stamping 

Library  stamp   50 

Shelving 

Book  supports,  black  japanned,  each 10 

Shelf  label  holders,  black  japanned 10 

(Give  thickness  of  shelf.) 

DIRECTORY  FOR  LIBRARY  SUPPLIES 

Staple  supplies  may  be  obtained  through  school  supply  houses 
or  obtaine-d  direct  from  manufacturers  below.  The  list  is  by  no 
means  complete,  but  may  be  useful  for  certain  sections  of  the 
country. 

Accession  books 

Democrat  Printing  Co.,  Madison,  Wisconsin 
Library  Bureau,  Boston,  Chicago,  New  York 
Riverside  Printing  Co.,  St  Paul 

Catalog  cases  and  cards 

Boston  Index  Card  Co.,  Boston 

Democrat  Printing  Co.,  Madison,  Wisconsin 

Gaylord  Bros.,  Syracuse,  N.Y. 

Globe-Wernicke  Co.,  Cincinnati 

Library  Bureau,  Boston,  Chicago,  New  York 

Yawman  &  Erbe  Mfg.  Co.,  Rochester,  Boston,  New  York 

Cataloging  aids 

A.  L.  A.  Publishing  Bd.,  17  E.  Washington  st,  Chicago 

A.  L.  A.  Booklist.        Subject  index 25 

A.  L.  A.  Catalog  rules  60 


SCHOOL  LIBRARY  MANAGEMENT  23 

A.  L.  A.       Guide  to  subject  headings  2.50 

Hitchler.        Cataloging  for  small  libraries  1.25 

Mann.       A.  L.  A.  headings  for  juvenile  catalogs 1.50 

Charging  systems:  book  pockets;  book  cards;  charging  trays 
Democrat  Printing  Co.,  Madison,  Wisconsin 
Gaylord  Bros.,  Syracuse,  N.Yu 
Library  Bureau,  Boston,  Chicago,  New  York 
Riverside  Printing  Co.,  St  Paul 

Classification  aids 

Cutter.        2  figure  decimal  alphabetic  order  table.      Li- 
brary Bureau   1.25 

Dewey.        Abridged   decimal     classification.       Library 
Bureau    1.50 

Furniture 

Globe- Wernicke  Co.,  Cincinnati 

Library  Bureau,  Boston,  Chicago,  New  York 

Shaw-Walker  Co.,  Muskegon,  Michigan 

Yawman  &  Erbe  Mfg.  Co.,  Rochester,  Boston,  New  York 

Lettering  and  stamping  outfits 
Rubber  stamps 

Allen  Bros.,  Boston 

Democrat  Printing  Co.,  Madison,  Wisconsin 
Library  Bureau,  Boston  Chicago,  New  York 
Wilson's   gummed  letters.     Tablet  and   Ticket  Co.,  624  W. 
Adams  St.,  Chicago 

Magazine  covers 

American  Library  Bindery,   Philadelphia   (A.  L.  A.  binder) 
Democrat  Printing  Co.,  Madison,  Wisconsin 
Gaylord  Bros.,  Syracuse,  N.Y.     (Bull  dog) 
W.  G.  Johnston  &  Co.,  Pittsburgh,  Pa. 
Library  Bureau,  Boston,  Chicago,  New  York 
S.  A.  Stewart  Co.,  Pittsburgh,  Pa.  (Baldwin  &  Lockit  hold- 
ers) 
Ward  Bros.,  Jacksonville,  111.    (Spring  back) 


24  SCHOOL  LIBRARY  MANAGEMENT 

Mending  supplies 

Democrat  Printing  Co.,  Madison,  Wisconsin 
Waldorf  Bindery  Co.,  St  Paul 

Mounting  board  and  paper 
E.  E.  Babb,  Boston 
Carter,  Rice  Co.,  Boston 
Thomas  Charles  Co.,  Chicago  (agents  for  Milton  Bradley) 

Pamphlet  binders  and  boxes 
Gaylord  Bros.,   Syracuse,  N.Y. 
Library  Bureau,  Boston,  Chicago,  New  York 
H.  Schultz  &  Co.,  Superior  &  Robert  st,  Chicago 

Statistic  sheets 

Democrat  Printing  Co.,  Madison,  Wisconsin 
Gaylord  Bros.,  Syracuse,  N.Y. 

4.    Sorting  the  Books 

The  test  of  usefulness  should  be  applied  to  every  book  put 
in  the  school  library.  It  is  not  the  place  for  obsolete  text-books, 
old  books  of  teaching  methods,  gift  books,  discards  from  home 
libraries,  subscription  books,  curiosities  and  odds  and  ends  from 
other  departments  of  the  school. 

If  the  school  owns  a  group  of  books  old  enough  to  be  really 
interesting  as  types,  they  should  be  kept  as  a  separate  collection, 
not  classified  as  a  part  of  the  school  library. 

UNBOUND  BOOKS  AND  PAMPHLETS 

These  should  be  properly  classified  and  arranged  in  pamphlet 
boxes  or  in  a  vertical  file,  but  until  bound,  are  not  to  be  con- 
sidered library  books. 

GOVERNMENT  DOCUMENTS 

Much  valuable  material  is  contained  in  government  docu- 
ments, but  many  of  the  documents  are  of  unwieldy  size,  and  re- 
quire special  shelving. 

For  a  small  school  the  documents  are  most  useful  that  can  be 
classified  and  arranged  on  the  shelves  with  other  books. 

No  bound  documents  should  be  destroyed. 


SCHOOL  LIBRARY  MANAGEMENT  25 

Bound  documents  of  extra  size  and  uncertain  usefulness 
should  be  given  to  the  Public  Library  if  it  wishes  them,  or  re- 
turned to  Washington. 

A  list  of  the  United  States  documents"  of  which  the  school 
wishes  to  dispose  should  be  sent  to  the  Superintendent  of  Docu- 
ments, Washington,  D.C.,  and  if  acceptable  to  him,  mail  sacks 
and  mailing  franks  will  be  sent  to  the  local  postoffice  that  they 
may  be  returned  free  of  charge. 

State  documents  may  be  returned  to  the  Document  Clerk  at 
the  Capitol,  but  charges  must  be  prepaid. 

TEXT-BOOKS 

Text-books  in  sets  and  sets  of  classics  and  other  supple- 
mentary reading  should  be  kept  in  the  text-book  room,  not  in 
the  library.  If  bound  books  one  or  two  of  each  title  used  as 
supplementary  reading  may  be  put  in  the  library. 

The  books  should  be  divided  into  four  groups. 

(i)    Discards 

Books  too  soiled  or  worn  out  to  be  of  service  to  the  library 
should  be  discarded. 

Old  books  of  teaching  methods  and  text-books  of  no  value 
for  reference,  are  not  worth  the  time  it  takes  to  put  them  in  or- 
der. 

A  book  which  has  been  little  used  should  not  be  discarded 
without  a  very  careful  examination  of  the  subject-matter  to  see 
if  it  could  be  used.  Some  unused  books  may  be  of  value  and 
only  need  to  be  known. 

All  discarded  books  must  be  checked  off  the  accession  book 
and  other  records. 

Final  disposition  should  be  made  of  the  books  discarded — 
they  should  not  be  given  to  students  or  the  janitor  or  allowed  to 
be  distributed  about  the  town  to  eventually  find  their  way  back 
to  the  library. 

As  other  materials  in  the  school  are  used,  worn  out  and  dis- 
carded, so  the  school  library  should  be  expected  to  wear  out  and 
discard  some  books  every  year,  and  some  books  must  be  re- 
bound. 

Country  schools  usually  have   inadequate  shelving  and    are 


26  SCHOOL  LIBRARY  MANAGEMENT 

often  overcrowded  with  books  of  little  value.  Books  unsuited  to 
the  pupils,  and  of  no  interest  to  the  neighborhood,  should  be  re- 
moved from  the  shelves.  If  the  school  board  is  unwilling  to 
destroy  them,  they  should  be  neatly  packed  in  a  wooden  box  and 
stored. 

USES  FOR  DISCARDED  BOOKS 

One  book  out  of  covers  should  be  kept  to  show  how  a  book 
is  made  when  class  instruction  is  given  in  the  care  of  books. 
Portions  of  worn  books  may  sometimes  be  used  to  advantage. 
Illustrations  having  any  value  in  connection  with  nature,  lan- 
guage or  story  work  may  be  trimmed  and  filed  in  large  envelopes 
marked  with  the  subject  for  which  they  are  useful,  or  they  may 
be  mounted  on  pulp  board  cut  to  uniform  size,  marked  with  the 
subject  and  filed  in  cases  or  drawers.  Single  poems  may  be 
mounted  in  the  same  way,  filed  and  indexed.  Stories  for  telling 
may  also  be  saved  and  filed  in  bulletin  boxes.  In  some  country 
schools,  books  to  be  discarded  are  looked  over  for  material  for 
booklets,  such  as  a  Longfellow  booklet,  containing  a  biographical 
sketch  and  extracts  from  his  writings.  This  material  is  marked 
and  filed  away  until  needed. 

(2)    Books  To  Be  Rebound 

Good  service  cannot  be  given  by  books  out  of  repair,  there- 
fore the  physical  care  of  books  is  a  feature  of  school  library 
work.  The  physical  make-up  should  be  understood,  so  that  the 
librarian  may  know  when  a  book  must  be  rebound  and  when  it 
may  be  mended. 

BINDING — How  A  BOOK  is  MADE 

Books  are  printed  in  sheets  and  folded  to  form  sections  or 
signatures.  The  number  of  times  the  sheet  is  folded  determines 
the  number  of  pages  in  a  section  and  the  size  of  the  book.  Four 
folds  makes  a  quarto  book,  eight  folds  an  octavo,  the  usual  size 
of  a  library  book.  In  making  the  sections  into  a  book,  they  are 
first  "gathered"  and  arranged  in  order,  then  sewed.  The  best 
sewing  is  done  over  tapes. 

A  sewing  bench  is  a  frame  with  tapes  stretched  from  top  to 
bottom.  The  sections  are  backed  to  these  tapes,  one  by  one.  The 


SCHOOL  LIBRARY  MANAGEMENT  27 

sewer  finds  the  middle  of  the  section,  sews  in  and  out  around 
the  tapes,  then  adds  the  next  section.  All  the  sections  are  sewed, 
including  the  added  section  of-  title  page,  fly  leaves  and  end 
papers.  When  the  tapes  are  cut  an  inch  on  each  side  is  left  to 
project  over  the  end  paper. 

The  majority  of  books  of  fiction  and  popular  books  are 
sewed  on  a  machine  which  fastens  the  sections  together  with  a 
lock  stitch. 

After  the  book  is  sewed  it  is  trimmed  to  exact  size.  Next  a 
strip  of  thin  cloth  called  super  is  glued  fast  to  the  back,  with  a 
portion  about  one  inch  wide  projecting  on  either  side  and  well 
pasted  to  the  end  paper  ta  form  a  hinge  for  the  cover.  It  is  in 
the  hinge  that  the  book  usually  becomes  weak  first.  When  the 
glue  is  nearly  dry,  the  book  is  backed  by  clamping  it,  back  up, 
between  iron  plates,  and  the  back  rounded  with  a  hammer.  The 
groove  made  by  hammering  the  back  over  the  iron  plates  helps 
to  fit  the  book  to  the  cover. 

The  ordinary  book  is  case-bound;  that  is,  the  case  or  cover 
is  made  separately  and  the  book  set  in.  It  is  made  by  covering 
the  two  stiff  sides,  called  boards,  with  book  cloth,  the  space  for 
the  back  being  lined  with  a  strip  of  heavy  paper. 

The  book  is  placed  in  the  case,  the  boards  fitting  into  the 
groove  in  the  book. 

The  extra  sheets,  known  as  end  papers,  which  were  attached 
to  the  first  and  last  sections  of  the  sewed  book,  are  now  pasted 
on  the  inside  of  the  cover.  These  are  often  of  decorated  paper. 

"Library  binding"  involves  special  sewing,  reinforcing  or 
strengthening  the  joint  of  the  end  paper  with  cloth  and  lining 
the  end  papers  with  super.  Always  order  books  in  "Library 
binding"  when  this  edition  is  noted  in  the  school  lists.  The  ad- 
ditional cost  is  from  ten  to  fifteen  cents,  but  the  book  will  give 
that  much  additional  service. 

Pressing  and  drying  are  accompaniments  of  the  binding 
process  at  every  step  so  that  a  book  conies  to  us  stiff  and  dry. 

CARE  OF  NEW  BOOKS 

A  little  care  in  the  handling  of  new  books  will  save  trouble 
later  on.  It  is  necessary  to  loosen  the  stiff  glue  on  the  back 
without  breaking  the  stitches  of  the  sewing.  Opening  the  book 
according  to  the  directions  will  gently  loosen  it  throughout 
without  breaking. 


28  SCHOOL  LIBRARY  MANAGEMENT 

How  to  open  a  new  book:  Hold  the  book  with  its  back  on  a 
table  or  smooth  surface.  Press  the  front  cover  down  until  it 
touches  the  table,  then  the  back  cover  holding  the  leaves  in  one 
hand  while  you  open  a  few  at  the  back,  then  at  the  front,  al- 
ternately, pressing  them  down  gently  until  you  reach  the  center 
of  the  volume.  Never  open  the  book  violently  nor  bend  back 
the  covers ;  it  is  liable  to  break  the  back  and  to  loosen  the  leaves. 

White  or  very  light  covered  books  should  be  coated  all  over 
with  white  shellac  and  thoroughly  dried  before  they  are  used. 
The  shellac  must  sometimes  be  thinned  below  the  average  com- 
mercial standard  to  obtain  satisfactory  results.  A  cord  stretched 
between  two  chairs  makes  a  convenient  drying  arrangement. 

Books  must  be  kept  upright  on  the  shelves,  not  too  tightly 
crowded.  The  constant  use  of  book  supports  will  save  much 
mending  and  binding. 

CARE  OF  BOOKS  IN  USE 

When  books  are  returned  the  condition  should  be  observed 
and  none  should  be  replaced  on  the  shelves  which  are  in  need  of 
mending  or  binding. 

BINDING — WHEN  NOT  TO  REBIND 

Do  not  rebind  books  with  pages  missing  or  with  inside  mar- 
gins less  than  one-half  inch.  As  a  rule,  do  not  rebind  books 
costing  forty  cents  or  less.  Exception  is  sometimes  made  to  this 
rule  in  case  of  picture  books.  All  books  sent  to  the  bindery  be- 
fore the  stage  of  complete  dilapidation  are  much  stronger  after 
rebinding  than  in  original  covers. 

Do  not  rebind  badly  soiled  books. 

Do  not  rebind  books  with  pages  missing  at  the  beginning  or 
end  of  the  book. 

WHEN  TO  REBIND 

If  the  stitches  are  broken  and  the  sections  are  loose  through- 
out the  book  it  must  be  rebound  at  once  if  it  is  to  give  further 
service.  Rebind  books  costing  more  than  forty  cents  if  they  are 
of  value  to  the  library. 

Bind  magazines  needed  for  reference  work  if  indexed. 

Reference  books  in  constant  use,  like  encyclopedias,  diction- 
aries, periodicals,  indexes  and  atlases,  should  be  carefully 


SCHOOL  LIBRARY  MANAGEMENT  29 

watched  for  torn  or  loose  leaves.    As  soon  as  the  binding  shows 
signs  of  giving  way  the  volume  should  be  sent  to  the  binder. 

PREPARATION  FOR  THE  BINDER 

Examine  books  to  see  if  any  printed  pages  are  missing.  This 
is  important,  as  a  book  with  many  pages  missing,  particularly  at 
the  front  or  back,  is  worthless. 

Be  sure  to  send  the  title  page. 

If  the  accession  number  of  the  book  has  been  entered  on  the 
book  plate  only,  before  sending  the  book  to  the  bindery,  enter  it 
in  the  proper  place  (the  first  right-hand  page  back  of  the  title 
page). 

The  usual  material  for  rebinding  is  art  vellum  or  library 
buckram.  Either  is  sufficiently  strong  for  all  ordinary  books. 
Color  desired  should  be  specified;  red  is  a  good  color  for  little 
children's  books. 

If  the  book  is  one  of  a  set  such  as  encyclopedias,  instruct  the 
binder  not  to  trim,  and  indicate  color  and  style  of  binding  and 
lettering  that  it  may  match  the  rest  of  the  set  as  nearly  as  pos- 
sible. 

Instructions  for  charging  books  sent  to  the  bindery,  are  given 
on  page  65. 

COST  OF  REBINDING 

The  usual  cost  of  rebinding  a  book  of  ordinary  size  in  art 
vellum  is  forty  cents,  or  forty-five  cents  in  library  buckram. 
Large  books  cost  five  cents  additional  for  every  inch  over  the 
octavo  size. 

Binding  of  magazines  costs  from  seventy-five  cents  for  size 
of  Harper's  magazine  upward. 

BINDING  MAGAZINES 

It  is  hardly  worth  while  to  bind  magazines  which  are  not  in- 
dexed in  periodical  indexes  since  the  use  would  be  limited. 

Back  numbers  may  be  kept  in  order  for  consultation  by 
means  of  bulletin  boxes  described  on  page  91. 

REINFORCING  MAGAZINES 

When  magazine  covers  are  not  used,  and  for  magazines  to 
be  circulated,  reinforcing  is  necessary,  to  prolong  the  period  of 
use. 


30  SCHOOL  LIBRARY  MANAGEMENT 

This  is  done  before  the  magazine  is  used  at  all.  The  orig- 
inal cover  is  removed  and  a  cover  of  heavy  paper  the  exact  size 
is  fastened  to  the  magazine  with  strips  of  "Success"  binder. 

The  original  cover  is  then  pasted  on  and  dried.  If  the  mag- 
azine is  to  be  circulated  the  pocket  or  slip  can  then  be  pasted  on 
in  the  usual  way. 

(3)     Books  To  Be  Mended 

Early  and  careful  mending  greatly  prolongs  the  usefulness 
of  the  book. 

MENDING 

If  the  sewing  of  the  book  is  firm,  the  stitches  unbroken,  it 
may  be  mended  to  good  advantage. 

MATERIALS 

Before  beginning  work,  materials  must  be  procured.  These 
need  not  be  expensive  nor  elaborate. 

Mending  cloth  strips  for  joints  or  hinges. 

These  are  strips  of  white  cambric,  one  inch  wide,  which 
may  be  bought  accurately  cut.  Package  of  30  yards,  30  cents 
postpaid. 

The  strips  may  be  cut  from  material  bought  by  the  yard. 
It  should  be  of  fair  quality  cambric,  cut  very  carefully  and 
accurately.  Using  a  ruler  as  a  gauge,  the  material  should  be 
marked  in  inch  spaces,  lengthwise  of  the  goods.  Crease  well 
and  cut  cleanly  with  sharp  scissors,  or  cut  along  mark  with 
sharp  knife,  using  ruler  as  guide. 
Outing  flannel  for  recasing. 

Double  faced  outing  flannel  of  thin,  cheap  quality  may  be 
used  for  this.  Since  the  need  for  this  type  of  mending  does 
not  occur  frequently,  one-half  yard  will  be  an  ample  supply. 
Art  vellum  for  mending  torn  books. 

Buy  in  assorted  colors  from  the  bindery. 

Package  contains  six  colors,  3  yards,  4  inches  wide,  of 
each,  $i  postpaid. 
Bond  paper. 
Used  for  hinges  for  leaves  and  illustrations. 


SCHOOL  LIBRARY  MANAGEMENT  31 

Onion  skin  paper. 

Used  for  mending  tears. 

These  papers  may  be  bought  in  sheets  and  cut  as  needed, 
or  bought  in  strips  ready  cut. 

500  strips,  I  inch  by  n  inches,  30  cents  postpaid. 

Brushes. 

One-half  inch  flat  or  oval  brush  with  long  handle  for 
paste. 

One-fourth  inch  brush  for  shellac. 

Paste. 

A  good  paste  may  be  made  according  to  the  following 
receipt : 

One  tablespoonful  of  alum. 

One  quart  of  water. 

One-half  pint  of  flour. 

Mix  the  flour  with  a  small  quantity  of-  water  and  stir  into 
a  cream ;  bring  water  to  a  boil ;  stir  in  the  cream  and  cook  for 
twenty  minutes;  dissolve  the  alum  in  the  water  and  stir  into 
the  paste  about  three  minutes  before  it  is  cooked;  stir  while 
cooking,  strain  and  add  twenty  drops  of  oil  of  cloves. 

"A  substitute  for  flour  is  Spon-tem  obtained  from  any 
paper  hanger.  To  use:  mix  with  hot  water  and  let  boil  up. 
Keeps  indefinitely  if  covered.  Any  paste  will  spoil  if  left 
open."  Wisconsin  Bulletin,  May,  1918. 

The  library  paste  found  in  the  schools  has  usually  proven 
satisfactory. 

A  dry  paste  powder  may  be  obtained  and  made  into  paste, 
as  the  need  arises. 

One-half  pound  carton  makes  two  quarts  of  paste,  30  cents 
postpaid. 
Other  supplies  to  have  on  hand : 

Bone  paper  folder. 

Cheese  cloth  for  paste  work. 

Eraser  or  kneaded  rubber. 

Old  newspapers. 

Scissors. 

Tissue  paper  (white). 

Japanese  tissue  for  mending  dictionaries. 


32  SCHOOL  LIBRARY  MANAGEMENT 

PROCESS  OF  MENDING 

All  mending  must  be  done  very  neatly,  carefully  and  ac- 
curately. Before  any  work  is  begun,  books  should  be  examined 
for  all  defects  and  tears  and  loose  pages  should  be  repaired  be- 
fore hinges  are  put  on. 

Never  use  mucilage  or  glue  in  mending  books  which  are  to 
be  rebound. 

CLEANING 

Pencil  marks  should  be  removed  with  soft  eraser  or  kneaded 
rubber.  Book  covers  may  be  cleaned  with  Ivory  soap  and  water, 
or  vinegar  and  water.  If  the  latter  is  used,  take  two  parts  vine- 
gar and  one  part  water.  Vinegar  should  not  be  used  on  leather 
bindings. 

TEARS 

If  the  paper  is  soft  and  is  torn  with  an  edge,  it  may  be 
mended  in  this  way:  Place  a  piece  of  tissue  paper  under  the 
page,  carefully  match  the  print,  put  a  little  paste  on  each  edge 
and  rub  the  edge  down  gently.  Cover  with  another  piece  of 
tissue  paper.  When  thoroughly  dry,  tear  away  superfluous 
paper. 

If  there  is  no  edge  on  the  tear,  cut  a  strip  of  onion  skin 
paper,  cover  lightly  with  paste,  taking  care  to  wet  as  little  as  pos- 
sible, and  rub  down  gently. 

For  torn  edges,  cut  a  strip  of  very  thin  bond  or  onion  skin 
paper,  paste  on  leaf,  smoothing  out  carefully  all  torn  or  crumpled 
edges.  Be  careful  that  the  added  strip  does  not  make  the  page 
wider  than  the  others  so  that  it  protrudes. 

ILLUSTRATIONS 

In  the  ordinary  book,  the  illustrations  are  merely  pasted  in 
and  drop  out  quickly.  The  frontispiece  usually  pulls  out  the 
title  page.  If  the  illustrations  are  ordinary,  such  as  are  found 
in  fiction,  they  are  not  worth  the  time  required  to  put  them  back. 
Important  illustrations,  such  as  plates  from  bird  and  wild  flower 
books,  should  be  carefully  reinserted. 

Sometimes  the  illustration  may  be  replaced  by  "tipping  in." 
Place  the  loose  leaf  on  a  sheet  of  waste  paper,  then  cover  it  with 


SCHOOL  LIBRARY  MANAGEMENT  33 

another  piece  of  paper,  leaving  one-eighth  of  an  inch  of  the 
inner  or  sewed  margin  exposed.  Apply  a  very  thin  coat  of  paste 
to  the  margin  and  then  carefully  insert  the  leaf  in  its  proper 
place  in  the  book.  Rub  down  carefully. 

Many  illustrations  are  on  heavy  coated  paper  and  must  be 
replaced  by  a  paper  hinge.  Take  a  strip  of  paper  one-half  inch 
wide  and  of  the  same  length  as  the  leaf ;  carefully  fold  this  strip 
down  the  center,  apply  a  thin  coat  of  paste  to  the  side  of  the 
hinge  thus  formed  and  paste  on  to  the  inner  or  sewed  margin  of 
the  leaf.  When  this  has  dried  sufficiently,  apply  a  very  thin  coat 
to  the  other  half  of  the  same  side  of  the  hinge  and  put  the  leaf 
in  its  proper  place  in  the  book.  Push  in  as  far  as  possible,  rub 
down  gently  and  firmly. 

JOINTS 

By  joint  is  meant  the  hinge  by  which  the  cover  is  attached  to 
the  body  of  a  book.  If  the  sewing  is  intact  throughout  the  book, 
the  first  and  last  sections  firm  and  the  super  strip  loose,  not  torn 
off,  the  book  may  be  mended  satisfactorily  by  putting  paste  down 
the  back  and  adding  a  cloth  hinge.  The  cloth  hinge  is  used  only 
between  the  cover  and  .the  fly  leaves  or  first  and  last  section, 
never  between  pages. 

Before  putting  in  hinge,  find  the  end  of  the  first  section,  put 
a  very  little  paste  between  last  page  of  first  section  and  first  page 
of  second,  and  rub  page  down  well.  Be  careful  that  this  pasting 
does  not  extend  over  more  than  one-eighth  inch  of  the  page. 

Be  sure  that  the  title  page  is  in  place.  This  is  often  loose  and 
must  be  tipped  on  the  first  section. 

TIGHTENING  THE  BACK 

Set  the  book  on  end,  opening  partly.  With  a  long  narrow 
brush,  put  paste  down  the  back  rather  thickly,  smoothing  down 
any  paper  lining  that  is  crumpled.  Cover  the  back  of  the  book 
and  the  inside  of  the  back  cover  thoroughly  but  without  stretch- 
ing the  cloth  of  the  cover.  If  the  strip  of  super  is  loose  from 
the  side  of  the  cover,  paste  that  down.  Place  the  book  well  back 
mto  the  cover,  having  front  edges  even  and  the  book  in  as  nearly 
its  original  position  as  possible.  Rub  down  well  on  the  outside. 


34  SCHOOL  LIBRARY  MANAGEMENT 

PLACING  THE  HINGE 

Open  book  and  place  a  closed  book  under  the  front  cover. 
Cut  the  inch  strip  of  white  cambric  (described  under  materials) 
a  little  shorter  than  the  book.  Fold  through  the  center;  paste 
lightly  but  thoroughly;  apply  one-half  to  the  inside  of  the  book 
cover  and  the  other  half  to  the  fly  leaf.  With  the  bone  paper 
folder,  press  well  into  the  book.  Wipe  off  all  superfluous  paste. 
Place  a  sheet  of  oiled  paper  between  the  sides  of  the  hinge 
formed  by  the  cambric,  close  the  book,  with  the  bone  paper  folder 
press  the  original  crease  between  back  and  sides  of  book  into 
place,  and  place  under  weight  to  dry.  When  dry,  open  very  care- 
fully, following  directions  given  for  opening  new  books. 

COVERING  BACK 

If  the  back  is  torn,  paste  down  edges  of  tear  very  carefully. 
Cut  a  piece  of  art  vellum  two  inches  wider  than  the  back  of  the 
book  and  one  and  one-half  inches  longer  than  the  back  of  the 
book.  Paste  strip  and  place  carefully  on  the  back,  getting  center 
of  strip  in  the  center  of  the  back.  Turn  in  at  the  top  and  bot- 
tom, having  edges  exact  with  top  and  bottom  of  book.  Press 
cloth  into  original  crease  and  paste  the  vellum  on  the  sides,  rub- 
bing down  well.  Replace  author's  name  and  title  of  book  on  the 
back  in  white  ink  letters.  Coat  lettering  with  shellac  when  dry. 

RECASING  BOOKS 

This  form  of  mending  is  not  usually  employed  if  book  is  to 
be  rebound.  It  can  only  be  used  if  the  sewing  is  intact  and  the 
sections  firm.  It  is  used  for  a  book  when  the  super  strip  which 
holds  it  in  the  book  is  torn. 

Take  the  book  from  the  cover  and  tear  off  the  old  super  from 
the  back  of  the  book  and  inside  of  the  covers.  Cut  strips  of 
double-faced  outing  flannel  an  inch  shorter  than  the  book  and 
three  inches  wider  than  the  back  of  the  book.  Apply  paste  (or 
Adheso)  thickly  to  back  of  book,  place  center  of  cloth  strip  to 
middle  of  book.  When  partly  dry,  cover  this  in  turn  with  paste. 

Paste  the  cloth  which  extends  at  the  sides  to  the  fly  leaves 
and  then  cover  the  whole  fly  leaf  with  paste.  Before  inserting 
the  book  in  the  covers,  put  paste  on  the  sides  where  the  old 
super  was  removed,  then  press  the  book  into  the  cover  and  close. 
Open  at  once  and  if  the  fly  leaf  does  not  cover  the  old  end 


SCHOOL  LIBRARY  MANAGEMENT  35 

paper,  slip  it  into  place  and  down.  If  there  is  not  an  extra  leaf 
to  use  for  the  end  paper,  add  a  sheet  of  good  paper,  neatly  cut 
and  pasted  on. 

The  best  pamphlet  on  mending  is  Sawyer — How  to  care  for 
books  in  the  library,  Democrat  Printing  Company,  Madison, 
Wisconsin.  The  suggestions  and  directions  included  have  been 
freely  used  and  adapted  in  this  article. 

(4)  Books  in  good  physical  condition  and  of  worth  to  the  library 
REMOVING  LABELS  MECHANICAL  PREPARATION 

If  these  books  have  labels  on  the  back,  which  are  half  off  or 
carelessly  placed,  they  should  be  removed  at  this  time.  Place 
books  of  uniform  size  in  groups  on  the  table,  back  up,  with  book 
supports  at  each  end  of  the  group  to  hold  them  together  closely. 

Put  pieces  of  very  wet  blotter  on  the  labels.  As  soon  as  the 
labels  are  thoroughly  moistened,  remove  them  and  dry  the  books 
gently  with  cheesecloth.  Do  not  rub  hard  or  scrape  as  this  re- 
moves the  sizing  from  the  binding  and  makes  it  difficult  to  mark 
the  book  with  white  ink. 

PLACING  BOOK  POCKET 
See  directions  below. 

7.    Mechanical  Preparation  of  New  Books 

When  the  books  are  received  they  are  checked  with  the  bill 
and  with  the  order,  to  see  that  all  have  been  received. 

BUSINESS  ENTRY 

The  date  of  the  bill,  place  where  bought,  and  the  price,  is 
written  in  pencil  in  the  book,  in  the  inner  margin  of  the  first 
right-hand  page  back  of  the  title  page.  This  information  is  use- 
ful in  accessioning  and  in  determining  quickly  the  cost  of  a 
book. 

OPENING 

When  working  with  the  books,  open  each  one  carefully  ac- 
cording to  directions  on  page  28. 

STAMPING 

The  library  stamp  should  be  in  small,  clear  type;  it  is  usually 
in  two  lines,  e.g. :  Public  School  Library 
Argyle,  Minn. 


36  SCHOOL  LIBRARY  MANAGEMENT 

The  books  are  stamped  on  the  title  page,  in  the  upper  right- 
hand  corner,  and  on  the  5ist  or  loist  page.  The  stamp  is  placed 
squarely,  taking  care  not  to  blur. 

BILLS 

Bills  should  be  filed  with  the  clerk  of  the  school  board.  If 
state  library  aid  is  asked  for,  the  receipted  order  must  be  sent  to 
the  county  superintendent. 

8.     Placing  the  Book  Pocket 

The  book  pocket  is  a  part  of  the  charging  system  described 
on  page  61. 

The  simplest  form  is  the  manila  book  pocket  strip  which  is 
held  in  place  by  pasting  the  diagonal  edges  to  the  book.  In  or- 
dering a  statement  should  be  made  as  to  whether  the  strip  will 
be  used  in  the  front  or  the  back  of  the  book. 

Open  end  pockets  are  most  commonly  used.  These  should  be 
printed  with  the  name  of  the  library,  at  the  bottom  of  the  pocket, 
leaving  the  top  free  for  other  information.  Pockets  should  be 
accurately  folded,  the  flaps  around  the  back. 

POSITION  OF  BOOK  POCKET 

Since  in  many  libraries  a  book  plate  or  a  slip  giving  the  rules 
of  the  library  is  pasted  on  the  inside  of  the  front  cover  of  the 
book,  the  book  pocket  is  usually  put  on  the  inside  of  the  back 
cover. 

The  edges  of  the  pocket  and  the  flaps  are  carefully  pasted, 
taking  care  that  no  paste  gets  under  the  flaps.  The  pocket  is 
placed  squarely,  in  the  same  relative  position  in  each  book,  one 
inch  from  the  bottom.  It  is  rubbed  down  well  with  clean  cloth, 
and  all  superfluous  paste  wiped  off. 

9.     Classification 

Classification  is  the  putting  together  of  like  objects  or  facts 
under  a  common  designation — Standard  dictionary. 

Library  classification  is  for  the  purpose  of  bringing  together 
on  the  shelves,  books  that  are  on  the  same  subject. 

A  school  library  should  be  classified  by  a  standard  system, 


SCHOOL  LIBRARY  MANAGEMENT  37 

because  a  library  classified  by  an  original  system  cannot  readily 
be  used  by  anyone  except  the  originator,  and  school  superin- 
tendents change  frequently.  By  the  use  of  a  standard  system, 
the  library  is  brought  into  harmony  with  other  library  work,  is 
intelligible  to  anyone  who  has  ever  used  a  library  and  pupils  who 
become  familiar  with  the  classification  of  a  school  library  can  use 
a  public  library  with  ease. 

All  the  material  in  the  library  should  be  classified  whether 
books,  bulletins  or  pamphlets. 

Many  books  for  younger  children  are  in  story  form,  but  if  a 
book  gives  real  information  on  any  subject  it  should  be  given 
the  class  number  for  the  subject. 

The  library  classification  scheme  in  most  common  use  in  pub- 
lic and  school  libraries  is  the  Dewey  Decimal  classification, 
named  from  its  author,  Mr.  Melvil  Dewey,  Director  of  the  New 
York  State  library,  1889-1904,  and  founder  of  the  New  York 
State  Library  school. 

PLAN    (ADAPTED    FROM  DEWEY — ABRIDGED    DECIMAL    CLASSIFICA- 
TION 20  ED.,  1912) 

"In  this  classification  the  field  of  knowledge  is  divided  into 
nine  main  classes,  numbered  I  to  9.  Cyclopedias,  and  other 
books  so  general  in  character  as  to  belong  to  no  one  of  these 
classes  are  marked  o  and  form  a  tenth  class.  Each  class  is  sim- 
ilarly separated  into  nine  divisions,  general  works  belonging  to 
no  division  having  o  in  place  of  the  division  number. 

"Divisions  are  similarly  divided  into  nine  sections. 

"Where  o  occurs  in  the  class  number,  it  has  its  normal  zero 
value.  Thus  a  book  numbered  510  is  class  5,  division  I,  but  be- 
longs to  no  section,  i.e.,  it  treats  of  the  division  mathematics  in 
general  and  is  limited  to  no  one  section;  whereas  Geometry, 
which  is  so  limited,  is  marked  513. 

"500  indicates  a  treatise  on  science  in  general,  limited  to  no 
division." 

NOTATION 

Arabic  numerals  are  used  for  notation.  The  class  numbers 
or  symbols  have  been  compared  to  shorthand.  As  in  a  system 
of  shorthand  each  character  has  a  meaning  which  must  be 


38  SCHOOL  LIBRARY  MANAGEMENT 

learned,  so  in  classification,  each  number  has  a  meaning  which 
may  be  learned  and  which  is  only  to  be  used  to  mark  a  book 
having  the  same  meaning. 

Characters  to  modify  the  class  numbers  are  used  for  special 
designations. 

To  facilitate  arrangement  on  separate  shelves,  the  class 
number  for  reference  books  is  preceded  by  R.  and  the  number 
for  grade  books  is  preceded  by  j  or  y. 

Every  large  school  should  have  a  copy  of  Dewey— Abridged 
Decimal  Classification  (Forest  Press,  Lake  Placid,  N.Y.,  $1.50) 
for  use  in  connection  with  the  school  library  lists. 

An  abridgment  for  school  libraries  was  suggested  by  Miss 
Cornelia  Marvin  in  the  Oregon  List  of  books  for  school  li- 
braries, 1907.  This  abridgment,  with  some  additions,  has  been 
used  in  the  Minnesota  School  Library  lists,  and  in  the  Minnesota 
school  libraries. 

The  changes  made  in  the  Abridged  classification  to  adapt  it 
for  school  use  are  chiefly  in  the  use  of  general  numbers  (3d 
summary)  rather  than  specific  numbers,  e.g.,  320  for  all  books  on 
government,  including  the  books  on  Administration  of  govern- 
ment. 

The  class  400  is  often  omitted  in  school  libraries.  The  study 
of  language  in  school  is  so  closely  allied  to  literature  that  all 
the  books  may  properly  be  placed  in  the  literature  numbers. 

In  630  Agriculture  and  640  Home  Economics,  newer  group- 
ings of  the  topics  are  suggested. 

920  is  used  for  all  Collective  biography  and  921  for  all  In- 
dividual biography. 

Dewey  Decimal  Classification 
ABRIDGMENT  FOR  SMALL  SCHOOLS 

The  ten  classes  showing  the  relation  of  the  subjects  and  some 
of  the  sub-divisions  used : 

R      General  reference  200      Religion 
ooo      General  works  220    Bible  stories 

028    Easy  reading  books  290    Mythology 

loo      Philosophy  300      Sociology 

150    Psychology  320    Government 

170    Ethics-  330    Economics 


SCHOOL  LIBRARY  MANAGEMENT 


39 


370    Education 

380    Commerce 

398    Fairy  stories  and  leg- 
ends 
500      Science 

510    Mathematics 

520    Astronomy 

530    Physics 

540    Chemistry 

550    Geology,  Physical 
geography 

570  Biology 

571  Primitive  life 
580    Botany 

590    Zoology 
600      Useful  arts 

607    Vocational  guidance 

612    Hygiene 

630    Agriculture 

630.1  Country  life 

640    Household  economics 

650    Business 

680    Manual  training 
700      Fine  arts 

740    Drawing 

780    Music 

790    Sports 

793    Indoor  amusements 


800      Literature 

807  Study  and   teaching 

808  Composition,  rhetoric 
808.5  Debating 

808.8  Readers  and  speakers 

810  English  and  American 

811  Poetry 

811.8  Poetry— collections 

812  Drama 

814  Essays  and  prose  mis- 

cellany 
814.8  Essays — collections 

815  Orations — collections 
830    German 

839  Scandinavian 

840  French 

870    Greek  and  Latin 

900    Travel,  Biography,  History 
910-917  Travel 

920  Biography— collective 

921  Biography — individual 
930    Ancient  history 

940    General  and  modern 
942    English  history 
973    American  history 

Fiction — No  number.     Arranged 
alphabetically  by  author. 


This  scheme  is  sufficiently  detailed  for  rural  and  small  village 
school  libraries. 

Larger  schools,  with  many  books  in  the  school  libraries,  will 
need  the  more  detailed  scheme  for  some  or  all  classes.  The 
number  of  books  in  a  class  (on  a  particular  subject)  or  likely  to 
be  added,  will  determine  the  extent  to  which  the  classification 
will  be  carried. 

Schools  with  large  collections  of  books  on  Pedagogy  for 
Teachers'  training  departments,  Agriculture,  Home  economics, 
English  and  American  literature  or  American  history,  will  find 
all  or  part  of  the  larger  scheme  useful. 


40  SCHOOL  LIBRARY  MANAGEMENT 

ABRIDGMENT  FOR  LARGER  SCHOOLS 

The  ten  classes  showing  the  relation  of  the  subjects  and  some 
of  the  subdivisions  used 

ooo  General 

020  Library  economy. 

029  Reference  aids. 

030  General  encyclopedias. 
100  Philosophy 

150  Psychology. 

170  Ethics. 

200  Religion 

220  Bible  stories. 

290  Mythology. 

300  Sociology 

320  Government. 

330  Economics. 

370  Education — General  works. 
370.15        Educational  Psychology. 
370.9  History  of  education. 

371  Principles  and  practice  of  teaching. 

371.1  Teachers.    Salaries.     Certificates.    Pensions. 

371.2  School   organization   and  administration. 

371.3  Methods  of  instruction. 

371.5  Government  and  discipline. 

371.6  School  buildings  and  equipment.    Grounds. 

371.7  School  hygiene. 

371-73-74  Gymnastics.   Play.   Recreation. 
371.9          Education  of  special  classes. 

372  Elementary  education.    Story  telling, 

372.1  Child  study. 

372.2  Kindergarten. 

372.8  Collection  of  stories  to  tell. 

373  Secondary  schools. 

374  Self  education.   Extension  teaching. 

374.71        Home  and  school.    Use  of  school  buildings. 

375  Curriculum. 

375.4  Spelling. 

375.43        Foreign  languages. 
375-5          Nature  study.    Science. 


SCHOOL  LIBRARY  MANAGEMENT 

375.51  Mathematics. 

375.61  Physiology  and  hygiene. 

375.62  Industrial  education.    Clubs. 
375-63  Agriculture.    School  gardens. 
375.64  Home  economics. 

375.7  Art    Music. 

375.8  Reading.    English. 

375.9  History  and  civics. 
375.91  Geography. 

377  Religious,  ethical  instruction. 

378  Colleges  and  universities. 

379  Relation  of  state. 
379.19  Rural  schools. 

380  Commerce.    Commercial  geography. 
500           Science 

510  Mathematics. 

520  Astronomy. 

530  Physics. 

540  Chemistry. 

550  Geology. 

551  Physical  geography. 

570  Biology. 

571  Primitive  life. 
590  Zoology. 

600  Useful  arts 

607  Vocational  guidance. 

608  Inventions 
620  Engineering 

630  Agriculture. 

630.1  Country  life. 

630.13  Agricultural  economics. 

630.2  Farm  management. 

630.3  Dictionaries  of  agriculture 

630.4  Essays.    Addresses. 

631  Soils. 

632  Plant  husbandry. 

633  Field  crops. 

633.1  Cereal  crops. 

633.2  Forage  crops. 

634  Horticulture. 


42  SCHOOL  LIBRARY  MANAGEMENT 

635  Forestry. 

636  Animal .  husbandry. 

637  Dairy  farming. 

638  Other  agricultural  industries. 

640  Home  economics. 

641  Food.  Nutrition. 
643  House  planning. 

646  Textiles  and  clothing. 

647  •      Home  management. 

648  Care  of  the  sick. 

650  Business.    Communication.    Transportation. 

680  Manual  training.  Shop  work. 

700  Fine  arts 

720  Architecture. 

730  Sculpture. 

740  Drawing.   Design. 

741  Mechanical  drawing. 
750  Painting. 

770  Photography. 

780  Music. 

790  Outdoor  amusements.    Sports. 

793  Indoor  amusements :  plays  for  acting. 

800  Literature 

807  Study  and  teaching. 

807.1  Poetry. 

807.2  Drama. 

807.3  Fiction.    Short  story. 

808  Composition.   Rhetoric.    Collections. 

808. 1  Poetry. 

808.2  Drama. 

808.3  Cyclopedias  of  quotations. 

808.4  Prose. 

808.5  Debating. 

808.8  Readers  and  speakers. 

810  American  literature.  American  and  English. 

810.8  Collections:  Illustrative — prose  and  poetry. 

810.9  Criticism. 

811  American  poetry. 
811.8  Collections. 

812  American  drama. 


SCHOOL  LIBRARY  MANAGEMENT  43 

814  American  essays  and  prose  miscellany. 

815  American  orations. 

820  English  literature. 

820.8  Collections:  Illustrative — prose  and  poetry. 

820.9  Criticism. 

821  English  poetry. 
821.8  Collections. 

822  English  drama. 

822.3  Shakespeare — including  works,  criticism,  etc. 

822.8  Collections. 

824  English  essays  and  prose  miscellany. 

825  English  orations. 
830  German. 

839  Scandinavian. 

840  French. 

870  Greek  and  Latin. 

900  Travel  Biography  History 

910  Geography  and  travel. 

910.1  Industries. 

910.9  Exploration  and  discovery. 
912  Atlases. 

914  Travel— Europe. 

915  Travel— Asia. 

916  Travel — Africa. 

917  Travel— North    America,    Central    America,     West 

Indies. 

918  Travel — South  America. 

919  Travel — Australia  and  the  islands.   Arctic  regions. 

920  Biography — Collective. 

921  Biography — Individual. 
930  Ancient  history. 

940  General  European  and  modern. 

940.2  Modern  Europe. 

940.3  Great  war,  1914- 

940.4  Military  history   (Personal  accounts). 

940.5  Later  2Oth   century. 
970  Indian  life  and  history. 
973  American  history. 

973.1  Discovery. 

973.2  Colonial. 


44  SCHOOL  LIBRARY  MANAGEMENT 

973-3  Revolution. 

973.4  Constitutional  period. 

973-5  War  of  1812. 

973.6  War  with  Mexico. 

973-7  Civil  War. 

974  New  England. 

975  Southeastern. 

976  South  Central  or  Gulf. 

977  North  Central  or  Lake. 

978  Western  or  Mountain. 

979  Pacific. 

980  South  America. 

990  Oceanica.  Polar  regions. 

SPECIAL  CLASSIFICATION  SCHEME 
Agriculture 

Where  classification  of  agriculture  bulletins  is  desired,  the 
following  scheme  will  be  useful.  It  will  be  noted  that  the 
numbers  correspond  to  the  classification  used  for  books  of  Agri- 
culture in  "Library  books  for  High  schools"  (U.S. Bur.  of  edu- 
cation Bulletin  1917  no.  41)  but  are  more  extended. 
Classification  for  Agriculture  Literature 

by  Mrs.  F.  H.  Ridgway, 
Berea  College  Library,  Berea,  Kentucky 

Library  Journal  O,  1913 

630         Agriculture. 

.1,  Rural  sociology;  .11,  Statistics;  .13,  Agricultural  eco- 
nomics; .131,  Labor;  .134,  Co-operation;  .136,  Finance; 
.138,  Production;  .14,  Agricultural  legislation;  .18,  Trans- 
portation; .19,  Country  life;  .191,  Farm  home;  .192,  Farm 
women;  .193,  Farm  boys  and  girls. 

.2,  Farm  management;  .22,  Organization  and  equipment 
of  farm ;  .221,  Farmstead,  Fields,  etc. ;  .222,  Farmhouse, 
Outbuildings,  Fences  (See  also  728)  ;  .223,  Farm  ma- 
chinery and  implements;  .23  Administration  of  farm; 
.231,  Farm  accounting. 
.3,  Dictionaries.  Cyclopedias. 


SCHOOL  LIBRARY  MANAGEMENT  45 

4,  Essays.    Addresses.    Popular  literature  about  agricul- 
ture and  country  life. 
.5,  Periodicals. 

.6,  Societies.    Proceedings,  etc. 
.7,  Study  and  teaching;  .71  Elementary  schools; 
.72,  Secondary  schools;  .73,  Colleges  and  universities; 
.74,  Extension  work;  .75,  Schools  and  experiment    sta- 
tions; 

.76,  Institutes,  Summer  schools;  .78  Fairs,  Exhibits. 
.8,  Applied  sciences;  .83,  Agricultural  physics;  .84  Agri- 
cultural chemistry.. 
.9,  History.   Travel  and  description. 

631  Soils. 

.1  Physics. 

.2  Chemistry. 

•3  Tillage. 

.4  Crop  rotation. 

.5  Fertilizers. 

.6  Reclamation. 

.7  Drainage. 

.8  Irrigation 

.9  Special  areas. 

.91  Dry  farming. 

.92  Irrigation  farming. 

.93  Mountain  farming. 

632  Plant  husbandry. 

.03,  Dictionaries.    Cyclopedias;  .05,  Periodicals; 

.06,  Societies;  .07,  Study  and  teaching;  .09,  History. 
.1       Seeds  and  germination. 
.2      Planting  and  transplanting. 
.3      Training,  pruning. 
4      Breeding. 
.5      Pests  and  diseases. 
.51     Pests. 

.511  Animals   (also  beneficial). 
.512  Plant. 
.52    Diseases. 
.521  Parasitic. 
.522  Non-parasitic. 
.6      Protection  from  frost,  drought,  etc. 


46  SCHOOL  LIBRARY  MANAGEMENT 

.7      Harvesting.    Curing.    Storing. 
.8      Marketing.    Exhibiting. 

633  Field  crops. 

.01,  General  culture  and  care;  .on,  Seeds,  Germination; 
.012,  Planting;  .014,  Breeding;  .015,  Pests  and  diseases; 
.016,  Protection;  .017,  Harvesting;  .018,  Marketing; 
•O3,  Cyclopedias;  .05,  Periodicals;  .06,  Societies; 
.07,  Study  and  teaching;  .09,  History. 
.1      Cereal  crops. 

(May  arrange  cereals  in  alphabetical  order.  Same 
arrangement  may  be  made  for  other  crops,  for 
vegetables,  fruits,  etc.,  and  for  breeds  of  horses, 
etc.) 

.2      Forage  crops. 
.21    Grasses. 
.22    Legumes. 
.3      Root  crops. 
4      Sugar  plants. 
.5      Textile  plants. 
.6      Alkaloidal  plants. 
.7      Other. 

634  Horticulture. 

.01,  General  culture  and  care;  .on,  Seeds.  Germination; 

.012,  Planting;  .013  Pruning;  .014,  Breeding;  .015,  Pests 

.and  diseases; 

.016,    Protection;    .017,    Harvesting;     .018,    Marketing; 

.03,  Cyclopedias. 

.05,  Periodicals;  .06,  Societies; 

.07,  Study  and  teaching;  .09,  History. 
.1      Vegetables. 
.11     Edible  roots. 
.12    Edible  stems. 
.13    Edible  leaves. 
.14    Edible  flowers. 
.15    Edible  fruits. 
.16    Edible  seeds. 
.17    Edible  fungi. 
.2      Fruits. 
.21     Pomaceous. 
.22    Drupaceous. 


SCHOOL  LIBRARY  MANAGEMENT  47 

.23  Citrus. 

.24  Small  fruits. 

.25  Grapes. 

.26  Nuts. 

.3  Floriculture. 

.31  Greenhouses.    Conservatories. 

.32  Hotbeds.    Coldframes.    House  plants. 

•33  Outdoor   floriculture. 

.34  Bulbous  and  tuberous  plants. 

.35  Cut  flowers. 

.36  Annuals. 

.37  Other  flowering  plants. 

.38  Non-flowering  plants. 

.39.  Trees  and  shrubs. 

635  Forestry. 

•03,  Cyclopedias;  .05,  Periodicals;  .06,  Societies;  .07, 
Study  and  teaching;  .09,  History.  Travel  and  descrip- 
tion. 

.1      Silviculture. 

.2      Forest  protection  and  preservation. 

.21     Pests  and  diseases. 

.3      Forest  economics. 

.31     Forest  policy. 

.311  Forest  reserves. 

.5      Forest  influences. 

.6      Management. 

.61     Mensuration. 

.62    Engineering. 

.63    Administration. 

.8      Utilization. 

.81    Lumbering. 

636  Animal  husbandry. 

.003,  Cyclopedias;  .005,  Periodicals;  .006,  Societies;  .007, 
Study  and  teaching;  .009,  History.  Travel  and  descrip- 
tion; .01,  Breeds;  .02,  Feeds  and  feedings;  .03,  Care  and 
housing ;  .04,  Breeding ;  .05,  Pests  and  diseases  ( See  also 
619)  ;  .08,  Exhibiting.  Judging. 

.1      Horses.  .112  Draft  horses. 

.11    Breeds.  .113  Ponies. 

.in  Light  horses.  .13    Feeding  and  care. 


48 


SCHOOL  LIBRARY  MANAGEMENT 


.14    Breeding. 

.15    Diseases. 

.18    Exhibiting.    Judging. 

.19    Asses.    Mules. 

.2      Cattle. 

.21     Breeds. 

.211  Beef  breeds. 

.212  Dairy  breeds. 

.213  Dual  purpose  breeds. 

.23     Feeding  and  care. 

.24    Breeding. 

.25    Diseases. 

.28    Exhibiting. 

.3      Sheep. 

.31    Breeds. 

•33    Feeding  and  care. 

.34    Breeding. 

.35    Diseases. 

.39    Coats. 


.4  Swine. 

.41  Breeds. 

.43  Feeding  and  care. 

.44  Breeding. 

.45  Diseases. 

.5  Poultry. 

.51  Breeds. 

.53  Feeding  and  care. 

.54  Breeding. 

.55  Diseases. 

.56  Chickens. 

.57  Ducks. 

.58  Turkeys. 

.59  Other. 

.6  Birds. 

.7  Dogs. 

.8  Cats. 

.9  Other. 


637  Dairy  farming. 

•O3,   Cyclopedias;    .05,    Periodicals;     .06,     Societies;     .07, 

Study  and  teaching;  .09,  History. 
.1      Milk. 
.2      Butter. 
.3      Cheese. 

638  Other  agricultural  industries. 
.1       Bee  culture. 

.2      Silkworm  culture. 
.3      Fish  culture. 
.4      Trapping. 

639  U.S.,  state,  and  foreign  government  documents. 

HOW  TO  CLASSIFY 

To  classify  successfully,  a  very  careful  study  must  be  made  of 
the  classification  tables  to  get  an  understanding  of  the  relation  of 
subjects  and  the  significance  of  the  numbers. 

Classification  is  based  on  subject-matter;  therefore,  the  book 
to  be  classified  must  be  carefully  examined  to  find  out  what  it  is 
about,  as  the  title  does  not  always  indicate  the  subject.  Table  of 


SCHOOL  LIBRARY  MANAGEMENT  49 

contents  must  be  studied,  the  introduction  and  at  least  part  of 
the  book  read,  before  the  subject  can  be  fully  determined.  If 
there  is  an  apparent  choice  of  numbers  the  book  is  placed  where 
it  will  be  most  useful. 

A  course  in  classification  in  a  library  training  class  is  in- 
dispensable to  good  work.  Those  unable  to  have  such  a  course 
should  follow  closely  the  classification  given  in  the  Library  lists 
for  schools,  for  the  titles  given  there,  and  get  advice  of  a  trained 
librarian  for  the  others.  Otherwise  confusion  will  ensue. 

CLASSIFYING  BY  MEANS  OF  A  CLASSIFIED  SCHOOL  LIBRARY  LIST. 

Through  the  index  at  the  back,  the  page  on  which  the  book 
is  listed  may  be  found.  On  turning  to  this  page  it  will  be  no- 
ticed that  a  number  of  books  are  grouped  alphabetically  by 
author  under  a  class  number.  The  number  printed  at  the  head 
of  the  division  is  the  classification  number  for-  every  book  in  that 
division,  thus  all  books  listed  under  290  Mythology  would  be 
marked  290,  those  figures  being  the  symbol  for  the  subject 
Mythology,  and  indicate  its  position  on  the  shelves. 

Fiction  is  not  usually  classified,  but  is  arranged  on  the  shelves 
alphabetically  by  author's  name. 

Children's  books  or  grade  books  are  classified  in  the  same 
way  as  adult  or  high  school  books,  that  is,  by  subject-matter, 
even  though  the  story  form  is  used.  As  a  convenience  in  arrang- 
ing on  separate  shelves  the  character  (y  or  j)  is  placed  before 
the  class  number  for  the  grade  books  and  (Y  or  J)  for  grade 
fiction. 

No  numbers  should  be  used  that  are  not  found  in  the  School 
library  lists  or  in  the  Abridged  decimal  classification. 

BOOK  NUMBERS 

In  order  to  arrange  the  books  alphabetically  in  each  class, 
some  libraries  add  below  the  classification  number,  the  first  letter 
of  the  author's  surname.  This  is  sufficient  for  small  collections. 

CALL  NUMBER 

The  combination  of  class  number  and  book  number  is  known 
as  the  call  number.  To  give  more  exact  arrangement  the  Cutter 
alphabetic  table  may  be  used.  From  this,  numbers  are  obtained 
to  follow  each  author's  initial  and  make  strict  alphabetical  ar- 
rangement possible. 


50  SCHOOL  LIBRARY  MANAGEMENT 

BOOK  NUMBERS  FOR  INDIVIDUAL  BIOGRAPHY 

An  exception  is  made  to  the  rule  of  assigning  book  numbers 
from  the  author's  name,  in  Class  921 — Individual  biography. 
Here  the  book  numbers  are  assigned  from  the  name  of  the  per- 
son written  about,  the  reason  being  that  it  is  more  useful  to  have 
all  the  biographies  of  a  person  grouped  than  to  have  them  scat- 
tered according  to  author's  name. 

BOOK  NUMBERS  FOR  SHAKESPEARE 

Many  schools  have  a  large  collection  of  Shakespeare's  works, 
including  collected  works,  individual  plays,  biography  and 
criticism.  To  each  book  the  number  822.3  is  assigned  and  the 
group  is  arranged  by  use  of  the  following  book  number  scheme : 

Shakespeare  scheme — Book  numbers: 

Ai  Collected  works  M4  Merchant  of  Venice 

A2  All's  well  that  ends  well     MS  Merry  wives  of  Windsor 

A3  Antony  &  Cleopatra  M6  Midsummer  night's  dream 

A4  As  you  like  it  M7  Much  ado  about  nothing 

C2  Comedy  of  errors  O2  Othello 

C3  Coriolanus  P2  Pericles 

€4  Cymbeline  P3  Poems,  including  Sonnets    - 

H2  Hamlet  R2  Richard  II 

H4  Henry  IV  R3  Richard  III 

HS  Henry  V  £4  Romeo  and  Juliet 

H6  Henry  VI  T2  Taming  of  the  shrew 

H8  Henry  VIII  T3  Tempest 

J2    Julius  Caesar  Timon  of  Athens 

K2    King  John 

K3    King  Lear  T*     Titus  &  Cressida 

L2    Love's  labor  lost  T?    Twelfth  night 

M2    Macbeth  T8    Two  gentlemen  of  Verona 

M3    Measure  for  measure        W2    Winter's  tale 

X  plus  author's  initials  for  books  about  .Shakespeare;  biog- 
raphy, criticism,  etc. 

Y  plus  initial  for  editor  or  compiler  for  concordances,  dic- 
tionaries, etc. 

Thus  the  number  for  As  you  like  it  would  be  822.3;  for 
Raleigh- Shakespeare  822.3  A4 

XR 


SCHOOL  LIBRARY  MANAGEMENT  51 

BOOK   NUMBERS  FOR  FICTION 

Fiction  is  arranged  on  the  shelves,  alphabetically  by  author's 
name.  Since  the  author's  name  is  on  the  back,  no  marking  is 
necessary.  If  however,  some  marking  ig  preferred,  the  initial 
letter  of  the  author's  surname  should  be  sufficient.  Where  ex- 
act arrangement  is  desired,  the  book  is  marked  with  numbers 
taken  from  the  Cutter  2  figure  alphabetic  order  table. 

MECHANICAL  SIDE  OF  CLASSIFICATION 

When  classifying,  slips  of  paper  are  marked  with  the  number 
and  the  slip  placed  in  book  so  that  number  shows.  It  is  left  in 
book  until  it  has  been  marked  and  is  ready  for  the  shelf. 

CLASSIFICATION  MARKS  IN  BOOK 

The  classification  number  is  printed  in  pencil  in  the  book,  in 
the  upper  left-hand  corner  of  the  first  recto  (right  hand  page) 
back  of  the  title  page.  It  is  also  printed  on  the  upper  left-hand 
corner  of  the  pocket  and  the  left-hand  side  of  the  book  card,  on 
the  third  line.  The  latter  marking  should  be  ink,  and  it  is  more 
convenient  to  do  it  at  the  time  the  accessioning  is  done. 

As  the  books  are  classified,  they  should  be  grouped  by  class 
on  the  shelf  and  accessioned  in  order. 

10.    Accession  Record 

This  is  a  chronological  list  of  the  books  added  to  the  library 
and  is  a  most  important  business  record. 

It  should  show  at  a  glance  how  many  books  the  library  has 
ever  had,  what  they  cost  and  whether  they  have  been  withdrawn 
and  why.  -It  identifies  each  book  and  provides  an  inventory 
record  for  the  library.  All  bound  books  belonging  to  the  li' 
brary  should  be  entered  in  it.  It  should  never  be  kept  in  the 
same  book  with  the  charging  record. 

ACCESSION  BOOK 

A  standard  accession  book  only  should  be  used.  For  schools, 
the  Simplified  accession  book  answers  the  purpose,  and  is  the 
least  expensive. 


SCHOOL  LIBRARY  MANAGEMENT 


D.l«ol 

Bill 

Numbcl 

AUTHOR 

TITLE 

2,  Mv'14 

01 

MotKe.T  Groose 

MottTpr-iToose  s  mclocdi\e3    ed  bvi  Whee-leT" 

02 

-jU,o\a. 

I            1 

l^fcttT  ar\a\aH\/  \y>   SvA-mYTiiP'r* 

4*Vl5T 

03 

1 
Pr-W  TvnA"^^  ,    >^r  wm1?r- 

04 

Steven  son 

^W  Id        '        I                          d            "1~      X« 

05 

o  U&16&  \n  drsm-ai  d  ^BCco 

06 

fttlS       D^e.uiA 

Tok/TNlp^ 

07 

\Al\l  t,S 

•j     ll- 

J\A/(«I«J  -CamiU/    no\n\-nson  •  eA  V-io  5iTc,knt-J 

08 

7        /             •  "i5^  nj             1 

09 

^tos^s 

Louisa,    ^w    ft\trftf 

10 

Wio<5m   K,  OrnTtln"  tA 

7 

^ro\dc.n  r^aTn^&ys 

It 

5^> 

5nv   m<r]-iav-iic- 

12 

"^ovne/r 

OAslSSc-M'1^  V>o"Tk\-me-r 

n 

14 

15 

u 

17 

IK 

19 

20 

21 

22 

23 

24 

25 

SCHOOL  LIBRARY  MANAGEMENT 


53 


PUBLISHER 

Y««f 

SOURCE 

Cml 

Addtdby 

VoL 

Cla,, 

Wilhdr.wo 

NOTES 

Gift 

Bind- 

Date 

Cause 

11            l-f- 

1&9S 

•5-1- 

1 

op 

ors 

M 

tiki 

Wnmr 

. 

Artv-Y-  Vik. 

l^iA 

7^ 

xois 

il 

-<v 

'O'ib 

!, 

^ou^tBn 

c\?>\\ 

MCC 

?.'- 

| 

^ 

n 

| 

3,4 

-3f 

>*793 

Sir 

Hay  n^-r7 

^P> 

?», 

GrnnYi 

st 

i^ 

cwl 

y 

Nhf 

ll 

54 

C6»2 

V 

v/ 

A^ole-fen 

1*501 

34 

^la 

TUiUrcUs/ 

1^67 

| 

i" 

VSJTI 

/ 

\e-,  v-i     Y-ntcAl 

I«5I4- 

1 

| 

15 

G8C 

-R 

Hr>i  IrtVflQp 

Pl^f)l 

II 

s 

STO 
4| 

° 

54  SCHOOL  LIBRARY  MANAGEMENT 

WORK  OF  ACCESSIONING 

Accessioning  must  be  done  neatly,  accurately  and  in  a  busi- 
ness-like way.  Good  ink  should  be  used,  the  writing  must  be 
clear  and  neat  and  the  spelling  exact. 

In  accessioning  an  old  library,  the  books  are  grouped  to- 
gether by  class  before  beginning  the  work.  All  the  volumes 
in  a  set  are  brought  together  before  any  one  is  entered.  This 
is  a  saving  of  time  as  ditto  marks  can  be  made  for  the  author, 
title  and  publisher.  Sets  with  first  volume  missing  should  not 
be  entered. 

DIRECTIONS 

The  standard  rules  for  accessioning  are  given  in  the  Intro- 
duction to  the  Accession  book.  These  should  be  carefully 
studied  before  the  work  is  begun  and  followed  exactly. 

A  few  of  the  rules  should  be  especially  emphasized. 

No  group  of  information  should  run  beyond  the  space  al- 
lotted to  it. 

Enter  only  one  book  to  a  line,  whether  a  single  book  or  a 
volume  in  a  set. 

Do  not  use  an  accession  number  a  second  time.  If  the  book 
is  lost  or  withdrawn,  make  note  in  withdrawal  or  notes  column, 
but  do  not  erase  entry. 

Do  not  accession  books  in  bad  conditions,  unbound  pam- 
phlets, government  or  state  documents  unless  they  are  classified 
as  part  of  the  library. 

The  columns  are  filled  as  follows: 

DATE  OF  BILL 

This  information  is  given  by  the  business  entry  in  new 
books;  see  page  35. 

AUTHOR 

Use  real  author's  name,  if  author's  name  is  known,  surname 
only.  When  two  authors,  both  surnames  connected  by  "&." 
For  collections,  use  editor's  name. 

TITLE 

Brief  but  distinctive. 


SCHOOL  LIBRARY  MANAGEMENT  55 

PUBLISHER 

First  name  in  a  firm,  e.  g. :  Houghton,  for  Houghton, 
Mifflin  co. 

When  the  name  is  a  phrase;  abbreviated  as  A.  L.  A.  pub. 
for  A.  L.  A.  publishing  board. 

YEAR 

The  title  page  date  or  copyright. 

SOURCE 

Name  of  firm  from  whom  the  book  was  bought.  Give  in 
abbreviated  form. 

COST 

Cost  to  the  library. 

ADDED  BY  GIFT 

Check  mark  is  made  in  this  column  if  book  was  obtained  in 
this  way. 

ADDED  BY  BINDING 

This  column  used  only  when  pamphlet  or  volume  of  maga- 
zines has  been  bound  and  then  accessioned. 

VOLUME 

Used  only  when  book  is  in  more  than  one  volume,  or  dupli- 
cate copies  of  the  same  book  are  added  to  the  library.  In  the 
latter  case  Cop.  2,  etc.,  is  given. 

CLASS 

Call  number  is  given  in  this  column,  thus  connecting  acces- 
sion record  with  the  shelves  and  the  shelf  list. 

WITHDRAWN 

When  book  is  lost,  destroyed  or  discarded,  entry  is  made  in 
withdrawal  column,  giving  date  and  cause. 

COST 

Cost  is  never  omitted  when  obtainable,  but  can  rarely  be 
given  in  accessioning  an  old  library. 


56  SCHOOL  LIBRARY  MANAGEMENT 


M 


HUNC  LIBRUM 

Efcmunfco  Wsatt 

OB  INSIGNEM 
INTER  CASTRA  ITINERA  OTIA  NEGOTIA  LITTERARUM 

AMOREM  OLIM  DEDICATUM 

NUNC  MEMORIAE  EJUSDEM  CARISSIMI 

AMICI  APUD  ULUNDI  OCCISI 

CONSECRAT  AUCTOR 


Marks  placed  on  first  recto  or  right  hand  page  back  of  the  title  page: 
upper  left  corner,  call  number;  inner  margin,  business  entry;  lower  margin, 
accession  number. 


SCHOOL  LIBRARY  MANAGEMENT  57 

ACCESSION  NUMBER  IN  BOOK 

In  doing  the  work,  the  book  to  be  accessioned  is  opened  to 
the  title  page,  and  the  information  given  here  used,  not  that  on 
the  back  of  the  book.  Care  must  be  taken  to  get  the  real  au- 
thor's name  and  to  distinguish  between  title  and  series.  In 
shortening  the  title,  the  distinctive  part  should  be  retained  so 
that  it  represents  this  book  and  no  other. 

The  person  writing  in  the  Accession  book  should  complete 
the  entry  there  and  put  the  accession  number  (the  number  of 
the  line  on  which  it  was  entered)  in  ink,  in  the  book,  in  the 
lower  margin  of  the  first  recto  (right-hand  page)  back  of  the 
title  page.  The  accession  number  should  also  be  printed  on 
the  book  pocket  in  the  upper  right-hand  corner,  and  on  the 
book  card,  on  the  third  line,  right  side.  It  is  also  placed  on 
the  shelf  list  card. 

ii.     Writing  the  Book  Card 

At  the  time  of  accessioning,  the  book  card  is  written,  using 
the  same  form  for  author's  name,  and  title,  as  given  in  the 
Accession  book.  The  information  is  placed  in  the  following 
order : 

First  line:  Author's  surname. 
Second  line:  Brief  title. 
Third  line,  left  side:  Class  number. 
Third  line,  right  side:  Accession  number. 
For  sample  see  page  63. 

As  the  books  are  accessioned  they  are  transferred  to  another 
table  to  be  marked.  Care  is  necessary  to  prevent  mixing  the 
books  and  accessioning  one  the  second  time. 

If  erasures  in  the  Accession  book  are  necessary,  they  are 
made  with  a  sharp  steel  eraser  and  the  erased  spot  well  rubbed 
down  with  the  hard  end  before  another  entry  is  attempted. 

12.    Marking 

The  classification  process  is  not  complete  until  the  books  are 
marked  on  the  back  with  the  call  number.  Each  book  is  marked 
in  the  same  relative  position,  two  inches  from  the  bottom.  Plain 
print  figures  are  used,  making  all  of  uniform  size,  not  too  large 
but  clear  enough  to  be  readily  seen. 


58  SCHOOL  LIBRARY  MANAGEMENT 

LABELS  vs.  WHITE  INK 

The  objections  to  labels  are :  It  takes  as  much  time  to  put  on 
a  label  as  it  does  to  mark  directly  on  the  book,  and  the  marking 
must  be  done  in  addition ;  the  labels  come  off  easily  and  must 
be  replaced  constantly. 

The  advantage  of  labels  is  that  they  are  easier  to  print  on 
than  the  book  cloth,  especially  when  it  is  soiled,  and  if  poor 
marking  has  been  done,  it  may  be  more  easily  remedied  than 
when  placed  directly  on  the  book. 

If  labels  are  used,  the  book  must  be  carefully  prepared.  A 
guide  card  is  cut  with  a  hole  the  exact  size  of  the  label,  at  the 
height  it  should  be  placed  on  the  book.  The  guide  is  placed  over 
the  book  and  the  sizing  is  removed  with  ammonia.  The  label  is 
then  put  on  and  rubbed  down  very  carefully.  Each  label  is  placed 
in  the  same  relative  position — two  inches  from  the  bottom  of  the 
book.  Round  labels  are  usually  used,  and  those  of  cloth  are  pre- 
ferred. Those  with  colored  edges  should  never  be  used. 

WHITE  INK  MARKING 

Many  librarians  mark  directly  on  the  book,  using  white 
marking  ink  for  dark  books  and  India  ink  for  very  light  ones. 
Special  marking  ink  should  be  used,  not  writing  ink  which  is 
too  thin. 

The  chief  difficulty  in  marking  with  white  ink  comes  from  the 
ink  clogging  on  the  point  of  the  pen.  This  may  be  obviated  by 
working  with  two  pens,  keeping  one  in  water  when  not  in  use. 
The  ink  should  be  well  shaken  before  beginning  work  and  should 
be  thick  enough  to  make  a  clear  mark  the  first  time.  Water  may 
be  added  to  thin,  when  needed.  If  faint,  the  marking  may  be 
traced  over,  but  the  effect  is  not  so  good.  If  a  mistake  is  made, 
the  mark  may  be  wiped  off  with  a  damp  cloth. 

If  the  books  are  very  soiled,  the  place  to  be  marked  is  first 
cleaned  with  benzine. 

If  labels  have  been  taken  off,  the  book  must  sometimes  be 
shellacked  and  thoroughly  dried  before  marking. 

On  leather  back  books  the  place  to  be  marked  must  first  be 
shellacked. 

MARKING 

The  writer  sits  at  right  angles  to  the  work.  A  short,  thick 
penholder  is  used  and  is  held  between  the  first  and  second 


SCHOOL  LIBRARY  MANAGEMENT  59 

fingers.  Placing  the  book  with  front  cover  on  the  edge  of  the 
tables,  the  book  is  supported  by  the  left  hand,  while  being  marked. 
A  guide  card  is  used  to  insure  uniformity  of  position  of  the 
marks  on  the  books.  A  square  is  cut  in  the  guide  card  large 
enough  for  the  number.  The  guide  card  is  used  for  each  book, 
placing  it  even  with  the  bottom.  The  call  number  is  blocked  at 
the  left  side — that  is,  the  first  letter  of  the  book  number  placed 
directly  under  the  first  figure  of  the  class  number. 

Library  or  conventional  figures  are  used.    See  page  85. 

VARNISHING 

After  the  marking  is  dry  the  number  is  lightly  coated  with 
thin  white  shellac,  to  prevent  its  rubbing  off.  If  more  convenient, 
this  can  be  done  after  the  books  are  returned  to  the  shelves. 

13.    Arrangement 

Books  are  arranged  on  the  shelves  by  class  in  numerical  or- 
der, running  from  left  to  right  down  the  tier.  In  each  class  they 
are  arranged  alphabetically  by  author's  name. 

Fiction  which  is  not  usually  given  a  number,  but  only  marked 
with  author's  initial,  may  be  shelved  before  the  8oo's  or  at  the 
end.  It  is  arranged  alphabetically  by  author's  name. 

If  the  public  library  is  housed  with  the  school  library,  the 
public  library  fiction  is  arranged  on  separate  shelves,  not  with  the 
high  school  fiction.  It  is  usually  placed  near  the  entrance  most 
used  by  the  public  library  patrons. 

In  public  libraries  what  is  known  as  the  "ribbon"  arrange- 
ment of  fiction  is  sometimes  used.  The  fiction  is  placed  on  the 
top  shelf,  running  around  the  room,  with  the  classed  books  ar- 
ranged in  regular  order  below. 

Grade  books  are  kept  in  separate  tiers  of  shelves.  Here  the 
numerical  order  is  sometimes  changed  to  place  the  books  in  yO28 
First  reading,  y2OO  Mythology  and  y3Q8  Fairy  stories,  which  are 
read  by  the  smaller  children,  on  the  lowest  shelves. 

Reference  books:  i.e.,  encyclopedias,  handbooks  and  books  of 
general  information  are  placed  by  themselves  on  special  shelves, 
near  the  librarian's  desk. 

RESERVE  BOOKS 

Books  assigned  by  a  teacher  for  special  use  of  a  class  for  a 
limited  time  are  placed  on  a  special  shelf  during  that  period  and 


60  SCHOOL  LIBRARY  MANAGEMENT 

their  use  is  restricted  to  pupils  in  that  class.  When  the  time  of 
special  use  is  over,  the  books  are  returned  to  their  regular  place 
on  the  shelves.  These  books  may  not  be  taken  from  the  room, 
except  for  overnight,  i.e.,  from  hour  of  closing  school  in  the 
afternoon  until  hour  of  opening  next  morning. 

Pamphlets  are  filed  in  a  vertical  file  or  in  pamphlet  boxes.  If 
in  boxes,  they  are  classified  and  arranged  on  the  shelves  with 
the  books  on  the  same  subject. 

When  organizing,  one-fourth  of  the  space  on  each  shelf  is 
left  to  allow  for  growth.  If  shelves  are  filled  full  at  the  begin- 
ning, it  soon  becomes  necessary  to  shift  books  and  makes  much 
unnecessary  work. 

A  book  support  should  be  supplied  for  each  shelf  to  keep  the 
books  upright  on  the  shelves.  This  is  a  great  saving  of  wear  on 
the  books.  All  books  should  be  placed  flush  with  the  edge  of 
the  shelf.  Neat  shelves  add  very  greatly  to  the  attractiveness  of 
the  room. 

14.    Shelf  Marking 

As  an  aid  to  finding  books  quickly,  each  shelf  is  marked  with 
number  of  the  class  and  the  subject:  e.g.,  320  Government. 

A  label  is  made  for  every  class  in  which  there  are  books,  and 
where  there  are  several  shelves  of  the  same  class  each  is  marked. 

The  simplest  form  of  shelf  marker  is  made  of  a  strip  of  white 
Bristol  board  or  catalog  card,  a  little  narrower  than  the  shelf. 
The  number  and  subject 'of  the  class  are  printed  with  rubber 
type  or  by  hand,  and  it  is  fastened  to  the  shelf  edge  with  small 
upholstery  tacks. 

Shelf  label  holders  may  be  bought  and  tacked  to  the  shelf 
edge.  Other  holders  of  black  Japanned  tin  fit  over  the  shelf. 
These  are  convenient  because  they  can  easily  be  moved.  In  or- 
dering, the  thickness  of  the  shelf  must  always  be  given.  Many 
librarians  used  gummed  letters  and  figures,  placing  them  directly 
on  the  shelf  edge. 

CLASSIFICATION  OUTLINE 

This  is  neatly  printed  or  typed  and  posted  near  the  shelves  as 
an  aid  in  finding  books. 


SCHOOL  LIBRARY  MANAGEMENT  Ci 

15.    Checking  the  School  Lists 

If  the  books  are  classified  according  to  a  school  library  list, 
it  will  serve  very  well  as  an  index  to  the  library.  Checking  the 
classed  part  will  show  what  books  the  library  has  on  a  sub- 
ject and  in  a  List,  giving  grades,  for  what  pupils  they  are  suited. 
This  gives  not  only  an  index  to  the  library,  but  is  an  aid  in 
selection  of  books. 

Checking  the  author  and  title  index  gives  additional  help  in 
finding  books.  A  checked  school  list  is  more  useful  than  a 
hastily  compiled  card  index  made  by  someone  who  has  not  been 
trained  for  this  work. 

16.    Charging  System 

If  the  library  is  conducted  in  a  business-like  way,  any  book 
belonging  to  the  library  may  be  located  quickly.  If  it  is  in  the 
library  it  should  be  found  on  the  shelf  in  its  proper  class  number, 
if  it  is  out,  there  should  be  a  record  showing  to  whom  loaned 
and  when  it  is  due.  This  record  is  called  the  Charging  record. 

For  school  libraries,  a  charging  system  must  be  used  that  is 
simple,  speedy,  reliable  but  flexible. 

BOOK  CHARGING  SYSTEM 

This  is  the  simplest  form  and  is  commonly  used  in  country 
schools.  It  is  best  for  this  purpose,  as  teachers  are  not  trained 
to  take  care  of  the  card  system  and  they  change  frequently.  A 
book  may  be  bought  for  this  purpose  or  a  blank  book  ruled. 

The  charging  record  is  never  kept  in  the  accession  book. 

The  information  a  charging  book  should  give  is  as  follows : 
Title  of  book;  To  whom  loaned;  Date  loaned;  Date  returned; 
Condition,  or  Fines. 

CARD  CHARGING  SYSTEM 

This  system  is  installed  as  soon  as  there  is  a  Teacher- 
librarian  or  Librarian. 

Some  schools  use  slips  for  th'e  charging  of  books,  making  out 
one  each  time  a  book  goes  out.  This  method  takes  more  time 
than  making  the  book  card  once  for  all. 

An  adaptation  of  what  is  known  as  the  Newark  charging  sys- 
tem is  commonly  used  in  schools.  The  essentials  are:  (i)  the 


62  SCHOOL  LIBRARY  MANAGEMENT 

bpok  pocket  pasted  in  the  book;   (2)   the  book  card;    (3)   the 
dating  slip,  and  (4)  the  charging  tray  with  date  guides. 

i.  The  book  pocket  should  bear  the  name  of  the  school 
library  stamped  or  printed  upon  it  at  the  bottom.  At  the  top 
(left  side)  the  call  number  should  be  printed  and  the  accession 
number  at  the  right. 


921  121 

R45 


Ptfclio  School  Library 
Delano, Minn. 


2.  The  book  card  represents  the  book  in  the  library,  when 
the  book  itself  has  been  borrowed.  The  author's  name,  brief 
title,  call  number  and  accession  number  are  written  or  typed 
upon  it  in  the  order  shown  on  page  57. 


SCHOOL  LIBRARY  MANAGEMENT 


The  information  is  given  briefly,  but  must  so  represent  the 
book  that  it  cannot  be  mistaken  for  any  other.  Title  should  be 
exact,  and  volume  or  copy  number  may  be  added  if  desired. 

Rlis , 

Making  of  an  American 


1S1 


UaH  sup 


Bate  Due 


Jl  2  5  13 


When  the  book  is  on  the  shelf,  the  book  card  is  in  the  book 
pocket.    When  it  is  out,  it  is  in  the  charging  tray. 

3.    The  date  slip  is  used  to  show  the  borrower  when  the  book 
must  be  returned.    This  may  be  a  slip  of  paper  pasted  on  the  fly 


64  SCHOOL  LIBRARY  MANAGEMENT 

leaf  opposite  the  book  pocket  or  a  slip  the  size  of  a  book  card 
put  in  the  book  pocket  when  the  book  card  is  taken  out.  In 
either  case  the  date  the  book  is  due  is  stamped  on  the  dating 
slip  with  a  rubber  stamp. 

PROCESS  OF  CHARGING  BOOKS  FOR  HOME  READING 

The  book  card  is  taken  from  the  book  pocket  and  on  it  is 
written  the  name  of  the  borrower  and  the  date  due.  This  date 
is  also  written  or  stamped  on  the  date  slip,  as  a  guide  to  the  bor- 
rower as  he  must  return  the  book  within  two  weeks  from  date 
of  issue.  If  the  date  slip  is  loose  it  is  slipped  into  the  book 
pocket. 

CHARGING  RESERVE  BOOKS 

In  loaning  books  for  over  night,  the  book  card  is  taken  out 
and  a  slip  marked  Reserve  and  date  due  placed  in  book  pocket. 

COLORED  TIME  CARDS 

The  following  account  of  the  charging  system  of  the  Girls 
High  School,  Brooklyn,  is  quoted  from  Ward — The  high  school 
library. 

"The  essentials  are  the  book  card  and  time  cards  of  three 
colors,  brown,  pink  and  blue,  which  are  employed  according  to 
whether  a  book  is  lent  for  a  study  period,  for  overnight,  or  for 
two  weeks,  and  which  bear  printed  information  to  that  effect.  In 
charging  books  for  over  night  or  for  a  single  study  period  the 
reader's  name  and  room  number  are  entered  upon  the  book  card, 
and  a  pink  or  brown  time  card  is  slipped  into  the  book  pocket. 
No  dating  is  done.  If  the  book  is  needed  for  two  or  more  study 
periods  the  librarian  writes  *5th'  or  '6th'  on  the  brown  card  be- 
fore slipping  it  into  the  pocket.  When  a  book  goes  out  for  two 
weeks,  the  date  due  is  added  to  a  blue  time  card  and  to  the  book 
card.  Circulation  is  counted  each  period." 

CLASS-ROOM  COLLECTIONS 

Books  loaned  in  sets  to  teachers  for  class-room  use  should  be 
charged  as  a  collection  to  the  teacher,  who  in  turn  will  assume 
responsibility  for  the  charging  to  individual  students  if  any  books 
are  taken  out.  For  this  reason,  a  book  card  must  be  left  in  the 
book  when  it  goes  to  the  class-room.  A  duplicate  card  is  made 


SCHOOL  LIBRARY  MANAGEMENT  65 

for  each  book  and  kept  in  the  library,  the  whole  group  of  cards 
being  kept  together  as  a  charge  against  the  teacher.  The  books 
are  returned  as  a  group,  at  which  time  the  count  of  circulation 
is  made  from  the  record  on  the  cards. 

BOOKS   SENT  TO  BINDERY 

In  preparation  of  books  for  the  binder,  the  book  cards  are 
taken  out  and  the  date  sent  and  the  name  of  the  binder  written 
upon  them.  They  are  filed  in  the  charging  tray  in  front  of  guide 
card  marked  "Bindery." 

PICTURES 

In  charging  pictures,  a  charging  slip  is  made  giving  subject 
of  pictures,  number,  name  of  borrower  and  date  due. 

A  slip  bearing  the  date  they  are  due  is  attached  to  the  folder 
in  which  they  are  given  to  the  borrower. 

TIME  LIMIT 

The  length  of  time  for  which  a  book  is  loaned  depends  upon 
local  needs.  Reserve  books  are  not  loaned  for  a  longer  period 
than  over  night,  or  from  Friday  to  Monday. 

The  usual  period  for  books  of  home  reading  is  two  weeks. 

Teachers  are  allowed  to  borrow  books  for  class  room  use  for 
an  unlimited  period,  subject  to  recall  of  any  book  if  it  is  greatly 
needed. 

Every  library  should  have  rules  regulating  the  length  of  time 
a  book  may  be  kept,  and  the  rules  should  be  printed  in  the  hand- 
book of  the  library,  on  the  book  plate,  or  framed  and  hung  in 
the  library. 

The  following  rules  are  suggestive : 

RULES    FOR   BORROWERS 

Any  pupil  is  entitled  to  draw  books  by  making  application  to 
the  librarian.  Any  resident  of  the  district  may  borrow  books  not 
needed  in  school  work. 

Books  may  be  retained  two  weeks,  and  may  be  renewed  once 
for  the  same  period,  unless  reserved  for  another  borrower. 

Suitable  fines  (not  more  than  one  cent  a  day,  or  five  cents  a 
week,  should  be  paid  for  books  kept  over  time,  and  for  loss  or 
injury  of  books  beyond  reasonable  wear. 


66 


SCHOOL  LIBRARY  MANAGEMENT 


No  books  may  be  taken  from  the  library  by  any  person  with- 
out being  charged. 

ROUTINE  OF  CHARGING 

Since  the  time  when  books  must  be  charged  is  the  time  when 
the  librarian  is  busy  assisting  students  to  find  books,  the  stu- 
dents should  be  taught  to  do  the  charging  of  their  own  books; 
that  is,  write  their  name  on  the  book  card  and  the  date  due,  on 
the  book  card  and  on  the  date  slip,  and  deposit  the  cards  in  a 
box. 


BORROWERS'  CARDS 

In  the  charging  system  here  described  no  record  is  shown 
of  what  books  any  student  has  drawn.  Where  this  informa- 
tion is  desired  a  borrower's  card  must  be  used. 


RECORD  OF  BOOKS  LOAKED 


Ptrst  Month 

•. 

Ik 

Th 

F 

Tota, 

Grade  Fiction 

j 

Grade  Claswd 

Dally  Total 

H.  S.  Fiction 

H.  S.  Classed 

Dally  Total 

Tu.  W.  Tb.   Ft 


\ 


In  the  Newark  system,  the  borrower  has  a  card  which  he 
takes  to  the  library  when  he  wishes  to  draw  a  book.  This  is 
stamped  with  the  date  due  and  the  number  or  name  of  the 
book  written  on  it. 

Where  the  library  is  used  by  the  public,  borrowers'  cards 
are  used  for  the  town  people. 

TAKING  THE  COUNT 

The  number  of  books  loaned  gives  an  idea  of  the  use  of 
the  library,  though  it  does  not  always  show  it  fully.  It  is 
therefore  worth  while  to  keep  this  record  for  a  report  on  the 


SCHOOL  LIBRARY  MANAGEMENT  67 

library.  When  the  time  of  issuing  books  is  over,  the  cards  are 
counted  and  a  record  made  under  the  headings :  High  school 
classed;  High  school  fiction;  Grade  classed;  Grade  fiction. 

Since  this  information  is  given  on  the  charging  cards,  this 
work  is  simply  done.  The  blank,  called  "Record  of  books 
loaned  in  school  libraries,"  is  arranged  with  spaces  for  these 
items,  for  every  day  of  the  10  months'  school  year.  This  blank 
should  be  provided  and  kept  accurately.  It  will  pay  for  itself 
in  the  saving  of  time  in  counting  up  the  number  of  books 
loaned  throughout  the  year. 

FILING  THE  CARDS 

The  usual  way  of  filing  is  by  date  due  either  by  class,  or 
alphabetically  by  author's  name.  Using  this  method,  overdue 
books  are  easily  noted.  However,  if  a  particular  book  is  de- 
sired, it  takes  some  time  to  locate  it  as  the  files  for  each  day 
must  be  scanned. 

Filing  alphabetically  by  author's  name,  instead  of  by  date, 
makes  it  easier  to  find  a  particular  book,  but  overdue  books 
are  hard  to  trace. 

DISCHARGING  THE  BOOKS 

When  a  book  is  returned,  the  date  on  the  date  slip  is  a  guide 
to  the  librarian  in  finding  the  book  card  in  the  charging  tray. 
No  stamping  is  necessary.  The  book  card  is  put  in  the  book 
pocket  and  the  book  is  returned  to  the  shelf. 

If  a  borrower's  card  is  used,  the  date  the  book  is  returned 
is  stamped  or  written  upon  it. 


17.    Shelf  Listing 

A  shelf  list  is  a  card  list  of  books  in  the  library,  the  cards 
being  arranged  as  the  books  are  arranged  on  the  shelves,  i.e., 
by  classes,  and  alphabetically  in  each  class,  by  author. 

It  is  an  index  to  the  shelves;  it  shows  the  number  of  books 
the  library  has  in  each  class  and  forms  a  subject  index  to  the 
classed  books  and  an  author  list  for  the  fiction.  It  bears  the 
same  relationship  to  the  library  that  the  table  of  contents  does 
to  a  book. 


68  SCHOOL  LIBRARY  MANAGEMENT 

MAKING  A  SHELF  LIST 

To  make  a  shelf  list,  only  one  card  is  made  for  each  book; 
it  therefore  takes  much  less  time  than  the  making  of  a  full 
catalog. 

It  is  more  economical  of  service  to  do  the  other  work  of 
organization  first,  that  the  books  may  be  put  into  circulation. 

Shelf  listing  is  done  one  class  at  a  time.  All  the  books  in 
the  class  that  are  on  the  shelf  are  listed  and  the  charging  tray 
examined,  to  see  if  any  of  the  books  of  the  class  are  out.  As 
they  are  returned,  the  shelf  list  card  is  made  before  the  books 
are  returned  to  the  shelf.  A  mark  is  put  in  the  book  to  show 
that  it  has  been  shelf-listed. 

CARDS 

White  cards  of  standard  make  are  used.  These  are  of  rag 
stock  and  are  accurately  cut  and  well  finished  to  give  good 
writing  surface. 

Standard  cards  are  approximately  3x5  and  are  punched  for 
round  rods.  They  should  be  of  light  or  medium  weight. 

Ruled  cards  should  be  bought  for  hand-written  cards 
and  plain  cards,  if  they  are  to  be  typewritten.  On  the  ruled 
cards  the  vertical  red  lines  indicate  the  position  for  the  infor- 
mation. The  author's  name  is  placed  at  the  first  red  line;  the 
title  at  the  second  red  line.  These  are  called  first  arid  second 
indentions.  If  the  work  is  done  on  the  typewriter,  care  must 
be  taken  to  get  the  information  in  the  same  relative  position. 

Card  attachments  may  be  bought  for  the  machine,  to  assist 
in  uniformity.  Each  card  is  put  in  the  typewriter  at  the  same 
place.  Writing  is  begun  two  single  spaces  from  the  top.  If 
call  number  is  begun  at  I,  author's  name  is  placed  at  8;  title  at 
n.  If  carried  over  to  next  line,  writing  is  begun  at  8.  The 
numbers  8  and  n  correspond  to  the  first  and  second  indentions 
on  the  ruled  cards. 

FORM 

Call  number  is  placed  in  the  upper  left  corner;  the  class 
number  on  the  same  line  with  the  author's  name,  author's  initial, 
author  number  or  book  number  on  the  second  line  directly 
under  the  first  figure  of  the  class  number;  author's  name,  on 


SCHOOL  LIBRARY  MANAGEMENT  69 

top  line,  beginning  at  first  indention;  title,  on  second  line,  be- 
ginning at  second  indention.  Author's  name  is  given  briefly, 
surname  first,  followed  by  comma,  then  forename  if  but  one, 
initials  if  more  than  one.  This  is  called  secondary  fullness  of 
author's  name.  If  the  book  is  by  two  authors,  names  of  both 
are  given,  connected  by  &;  e.g.,  Beard,  C.  A.  &  Beard,  M.  R. 
If  book  is  by  more  than  two  authors,  the  name  of  the  first  is 
given,  in  secondary  fullness  "&  others."  If  the  book  is  a  com- 
pilation, "ed"  is  added  one-half  inch  after  editor's  name.  In 
the  case  of  classics  which  have  been  edited  or  translated  by 
different  persons,  the  original  author's  name  is  used  for  entry. 
Title  is  given  briefly",  enough,  however,  to  clearly  distin- 
guish the  book.  "If  the  book  has  been  edited  by  some  one  of 
importance  the  title  statement  includes  "ed.  by ." 

BIOGRAPHY 

To  correspond  with  the  arrangement  on  the  shelves,  shelf 
list  cards  for  921,  Individual  biography,  have  on  the  top  line, 
second  indentation,  the  name  of  the  person  written  about;  on 
the  second  line,  first  indention,  author's  name;  on  the  third  line, 
second  indention,  title  of  the  book,  if  distinctive.  Call  number 
is  placed  as  on  any  shelf  list  card. 

SHELF  LIST  CARD — SAMPLE  CARD 


320        Beard,  E.  A. 

B  American  citizenship 


SHELF  LIST  CARD — INDIVIDUAL  BIOGRAPHY — SAMPLE  CARD 


yQ2i  Mendlessohn 

M  Isaacs,  A.  S. 

Step  by  step 
123 


70  SCHOOL  LIBRARY  MANAGEMENT 

The  accession  number  is  placed  under  the  call  number,  leav- 
ing one  line  space  between. 

If  the  book  is  in  more  than  one  volume  the  accession  numbers 
are  placed  in  columns,  followed  by  volume  numbers.  Duplicate 
copies  are  treated  in  the  same  way. 

SHELF  LIST  AS  SUBSTITUTE  FOR  ACCESSION  BOOK 

The  shelf  list  is  sometimes  used  as  a  substitute  for  the  acces- 
sion book.  This  seems  particularly  desirable  in  organizing  a 
large,  old  school  library  where  no  business  record  has  been  kept 
of  the  purchase  price,  etc.  In  this  case  the  shelf  list  is  made  as 
soon  as  the  books  are  classified. 

As  new  books  are  shelf  listed,  publisher,  date  of  purchase  and 
price  are  included  on  the  shelf  list  card. 

HOW   TO  TAKE  THE  COUNT  FROM   SHELF  LIST 

The  number  of  items  on  the  cards  is  counted  and  an  entry 
made  on  a  guide  card  filed  in  front  of  shelf  list,  e.g. : 

Number  of  books  recorded  on  shelf  list Date 

When  new  books  are  added,  make  entry  on  the  same  card.  e.g. : 
Books  added  Date 

THE  CATALOG 

The  library  is  not  equipped  for  fullest  service  until  a  catalog 
is  provided  which  lists  all  the  material  available.  The  catalog 
bears  the  same  relationship  to  the  library  that  an  index  does  to 
a  book. 

The  catalog  should  answer  the  questions: 

What  books  by  a  certain  author  are  in  the  library? 
Has  the  library  a  book  of  a  certain  title? 
What  material  on  any  subject  the  library  contains,  whether 
whole  book  or  part. 

It  should  also  give  information  about  the  book,  such  as 
edition,  publisher,  and  date  of  publication. 

KINDS 

Printed  catalogs 

A  printed  catalog  is  out  of  date  as  soon  as  it  is  printed,  and 
is  never  complete.  This  and  the  expense  of  printing  discounts 
the  advantage  of  being  able  to  use  it  away  from  the  library. 


SCHOOL  LIBRARY  MANAGEMENT  71 

Card  catalog 

This  is  the  modern  form  of  index  to  libraries  and  may  be 
constantly  kept  to  date.  The  dictionary  arrangement  is  used; 
that  is,  author,  title  and  subject  cards  are  arranged  in  one 
alphabet  like  the  words  in  a  dictionary. 

MAKING  A  CATALOG 

This  is  a  technical  piece  of  work  and  should  not  be  .under- 
taken without  study  of  cataloging  methods  and  definite  instruc- 
tion. 

It  is  a  waste  of  time  and  money  for  the  untrained  person  to 
attempt  to  make  a  catalog.  Librarians  in  school  libraries  should 
have  at  least  the  course  offered  in  elementary  cataloging  in  a 
summer  school  of  library  training  before  attempting  this  work. 

SUBSTITUTES  FOR  THE  CATALOG 

Since  school  library  lists  are  arranged  by  subject  and  have 
full  author  and  title  indexes  they  will  serve  very  well  as  substi- 
tutes for  a  catalog  of  books  in  a  school  library.  The  titles  found 
on  the  shelves  should  be  checked  on  the  list  in  the  subject  part 
and  also  in  the  author  and  title  index. 

THE  SHELF  LIST 

A  shelf  list  is  a  list  on  cards  of  all  the  books  in  the  library, 
arranged  in  the  same  order  in  which  the  books  are  placed  on 
the  shelves,  that  is,  by  class  numbers.  It  shows  how  many  books 
the  library  has  on  any  subject.  It  may  serve  somewhat  as  a  sub- 
ject catalog,  of  all  the  books  on  a  subject,  if  an  alphabetical  in- 
dex of  subjects  is  also  provided  to  help  those  who  are  un- 
familiar with  the  numbers  used  for  the  different  subjects.  It 
does  not  by  any  means  take  the  place  of  the  subject  catalog 
which  indicates  all  the  material  on  a  subject  in  the  library, 
whether  a  whole  book  or  a  part. 

USE  OF   PRINTED   CARDS 

Printed  catalog  cards  may  be  bought  for  school  libraries. 
These  are  of  two  kinds: 


72  SCHOOL  LIBRARY  MANAGEMENT 

Indexer  cards 

The  Indexers,  5526  So.  Park  Avenue,  Chicago,  have  cataloged 
a  large  number  of  titles  in  civics,  history  and  other  subjects  ex- 
tensively used  in  schools.  It  is  their  policy  to  make  a  large 
number  of  cards  for  each  book  to  bring  out  under  a  suitable 
subject  heading,  every  bit  of  material.  The  cards  are  marked 
with  the  subject  heading  and  are  sent  accurately  arranged  for 
placing  in  the  card  catalog  cabinet.  The  classification  or  call 
number  must  be  added.  The  price  is  two  cents  per  card  and 
the  cost  of  cataloging  each  book  will  depend  on  the  number  of 
different  topics,  or  subjects,  of  which  the  book  treats. 

Library  of  Congress  cards 

Printed  cards  may  be  obtained  from  the  Library  of  Con- 
gress. These  give  very  full  information  concerning  the  book. 
The  cards  are  not  filled  out  for  use  in  a  dictionary  catalog. 
Each  card  is  identical  and  to  adapt  for  dictionary  catalog  use, 
call  number,  title  and  subjects  must  be  added  at  the  top,  and 
the  cards  filed. 

Cost  of  Library  of  Congress  cards 

If  ordered  by  the  Library  of  Congress  order  number,  the 
cost  is  two  cents  for  the  first  card.  Additional  cards  cost  one 
cent.  The  order  number  for  L.  C.  cards  is  given  in  the  A.  L.  A. 
Catalog,  A.  L.  A.  Book  list,  "Library  books  for  High  Schools." 
(U.S.  Bureau  of  Education  Bulletin,  1917,  no.  41).  Thus  the 
order  number  for  Holland — Builders  of  United  Italy,  is 
8-24568/11  and  the  number  following  the  slanting  line  indicates 
that  eleven  cards  are  needed  to  fully  catalog  the  book.  Since 
this  is  a  book  of  collective  biography,  more  cards  are  needed 
than  for  a  book  largely  or  wholly  on  one  subject.  In  the  latter 
case,  one  card  for  author,  one  for  title  and  one  for  subject  is 
sufficient.  Order  numbers  for  L.  C.  cards  are  also  given  in  the 
United  States  Catalog,  and  the  Cumulative  Book  Index  found 
in  the  larger  public  libraries. 

CATALOGING 

The  making  of  a  card  catalog  is  sometimes  regarded  as  an 
interesting  piece  of  work,  merely  as  a  task.  It  should  be  made 
from  the  standpoint  that  the  catalog  has  a  very  definite  place 


SCHOOL  LIBRARY  MANAGEMENT  73 

in  the  school  library,  that  of  making  quickly  available  all  the 
material  in  the  books  in  this  particular  library,  and  no  card 
should  be  made,  and  no  information  put  on  any  card  that  does 
not  contribute  to  this  purpose. 

A  well  made  catalog  is  of  infinite  value  in  school  library  work. 
With  a  good  catalog  a  small  collection  of  books  will  give  better 
service  than  a  large  collection  without  one.  It  is  obvious  that 
fuller  cataloging  is  needed  when  the  collection  is  small  than 
when  there  are  a  great  many  books. 

New  books  are  much  easier  to  catalog  than  old  ones,  which 
often  involve  many  problems.  Unless  the  old  book  is  of  known 
value  to  the  library,  little  time  should  be  spent  in  cataloging  it. 

Place  in  the  routine 

In  the  organization  of  an  old  library,  the  other  parts  of  the 
work, — classification,  accessioning,  charging  system,  marking 
and  shelving  should  be  finished  before  the  work  of  cataloging 
is  begun,  so  that  the  use  of  the  books  may  not  be  delayed. 
One  class  should  be  done  at  a  time,  in  the  order  in  which  the 
material  is  needed.  A  check  should  be  made  in  the  book  and 
on  the  shelf  list  card  when  the  book  is  cataloged.  This  is 
desirable  in  the  event  that  the  work  begun  may  not  be  com- 
pleted by  the  same  person.  All  records  should  show,  at  all 
times,  the  state  of  the  work. 

Materials 

The  same  kind  of  cards  are  used  for  cataloging  as  for  the 
shelf  list.  See  page  68. 

In  making  typewritten  catalog  cards  it  is  desirable  to  have 
a  bichrome,  red  and  black  typewriter  ribbon,  so  that  the  sub- 
ject heading  may  be  put  on  in  red.  Some  libraries  also  give 
call  number  in  red. 

Cataloging  details  and  practice 

If  the  catalog  is  to  be  useful,  the  person  making  it  must  be 
accurate,  neat,  have  a  knowledge  of  the  whole  field  of  books, 
be  acquainted  with  reference  books,  have  good  judgment,  and 
the  technical  training  necessary  to  get  all  of  the  above.  No 
book  can  take  the  place  of  instruction. 


74  SCHOOL  LIBRARY  MANAGEMENT 

Reference  books  for  catalogers 

Biographical  and  other  reference  books  must  be  consulted 
to  determine  correct  form  and  fullness  of  author's  names.  The 
A.  L.  A.  catalogs  and  the  A.  L.  A.  book  list  follow  library 
usage.  For  names  not  included  there,  the  following  books  are 
useful : 

Century  Book  of  names  and  New  International  encyclopedia 
for  all  nationalities. 

Dictionary  of  national  biography,  index  and  epitome;  and 
Who's  Who,  for  English,  and  Who's  Who  in  America,  for 
American. 

The  usage  of  each  biographical  dictionary  in  form  of  entry 
must  be  taken  into  account  and  the  form  chosen  made  to  con- 
form to  cataloging  rules. 

Manuals 

The  best  manuals  of  cataloging  rules  for  the  small  library 
are  Hitchler — Cataloging  for  small  libraries,  A.  L.  A.  pub.  bd., 
78  E.  Washington  St.,  Chicago,  $1.25,  and  A.  L.  A.  Catalog 
rules ;  author  and  title  entries,  1908,  A.  L.  A.,  pub.  bd.,  60  cts. 
These  should  be  bought  before  the  work  of  cataloging  is  begun. 
This  discussion  does  not  attempt  to  include  all  the  rules  for 
cataloging,  but  only  to  lay  emphasis  on  certain  essentials  and 
adaptations  for  school  library  uses. 

The  rules  covering  all  points  should  be  studied,  in  relation 
to  the  particular  library  to  be  cataloged.  After  a  rule  is 
adopted  it  should  be  consistently  followed  in  all  similar  cases, 
and  it  should  be  marked  as  a  guide  to  succeeding  librarians. 

In  simplified  cataloging,  only  the  essential  items  are  given. 
These  must  be  carefully  chosen  for  accuracy  and  exactness  of 
information,  and  to  so  clearly  represent  the  book  that  it  may 
not  be  mistaken  for  any  other.  The  judgment  to  choose  the 
essentials  comes  from  training  and  accurate  instruction. 

Form 

Each  entry  card  bears  the  call  number,  showing  the  location 
of  the  book  on  the  shelf  and  thus  connecting  the  classification 
and  cataloging  records. 

Fiction  usually  has  no  call  number. 


SCHOOL  LIBRARY  MANAGEMENT  75 

The  information  is  placed  on  the  cards  in  the  same  relative 
positions  as  on  the  shelf  list  cards, — call  number  at  left;  au- 
thor's name,  inverted,  at  first  indention;  title  begins  at  second 
indention,  second  line,  returning  to  first  indention  if  more  than 
one  line  long.  For  example  see  page  69. 

Capitalisation 

No  words  are  capitalized  excepting  the  first  word,  and 
proper  names. 

Punctuation 

Rules  are  given  in  the  A.  L.  A.  Rules.  Avoid  double 
punctuation.  Period  is  not  used  after  author's  forenames  in 
heading,  but  is  used  at  the  end  of  the  title.  Semi-colon  is  used 
between  the  title  and  the  secondary,  or  explanatory  title. 

KINDS  OF  CARDS 

To  give  the  information  desired,  three  kinds  of  cards  are 
essential :  Author,  title,  and  subject  cards. 

Author  card 

This  is  called  the  main  entry  card  and  is  the  one  which  repre- 
sents the  book  most  fully.  It  is  a  transcript  of  the  title  page. 

The  simplest  form  of  author  is  made  for  fiction,  and  gives 
author,  title  or  titles,  only. 

The  main  entry  card  for  all  classed  books,  i.e.,  all  books  other 
than  fiction,  gives  on  the  face  of  the  card,  the  call  number; 
author's  name  in  full;  title;  imprint,  i.e.,  publisher  and  date. 
When  of  special  importance — edition  statement;  collation;  series 
note;  and  contents  are  also  given. 

To  insure  uniformity,  the  author's  name  as  given  on  the  title 
page  must  be  verified  with  the  catalog  if  the  library  has  one,  or 
with  the  reference  books. 

The  making  of  the  author  card  involves  choice  of  form  of 
name  in  a  number  of  cases: 

Anonymous  classics:  e.g.  Mother  Goose,  Arabian  nights 

Compound  names:  e.g.  Lloyd-George 

Corporate  names 

Married  women's  names 

Names  with  prefixes 

Pseudonyms 


;6  SCHOOL  LIBRARY  MANAGEMENT 

The  rules  for  these  entries  are  given  in  Hitchler — Cataloging 
for  small  libraries.  The  usage  of  "Library  books  for  High 
schools"  (U.S.  Bureau  of  ed.  Bulletin,  1917,  no.  41.)  should  be 
observed. 

Conforming  to  the  rules  for  the  particular  kind  of  name  the 
usual  practice  is  to  enter  a  book  under  the  real  author's  name  in 
the  best  known  form,  placing  the  surname  at  the  first  indention, 
followed  by  a  comma  and  the  forenames  commonly  used.  Un- 
usual forenames  never  used  by  the  author  are  omitted:  e.g., 
Hugo,  Victor,  not  Hugo,  Victor  Marie. 

JOINT  AUTHORS 

If  two  authors  have  worked  equally  upon  a  book,  the  names 
of  both  are  given:  name  of  the  first  author  in  full,  followed  by 
&,  and  the  name  of  second  author  in  secondary  fullness,  i.e., 
surname  and  initials.  With  three  authors,  the  name  of  the  first 
"&  others"  is  given. 

EDITOR  AS  AUTHOR 

When  one  person  has  gathered  and  edited  the  work  of  several 
writers,  the  name  of  the  editor  is  used  as  author.  The  abbrevia- 
tion "ed."  is  placed  one-half  inch  after  the  name. 

BODY  AS  AUTHOR 

State  and  national  publications  and  those  of  societies  are  en- 
tered  under  the  official  name  of  the  body  which  issues  them: 
e.g.,  the  book  on  Diseases  of  the  horse,  issued  by  the  Bureau  of 
animal  industry  at  Washington,  would  be  cataloged  thus : 
(Author)     U.S.    Animal  industry  bureau 
(Title)  Diseases  of  the  horse 

NAME  REFERENCES 

When  choice  is  made  of  form  for  author's  name,  a  reference 
card  is  placed  in  the  catalog  directly  from  the  unused  name  to 
the  form  chosen  for  entry,  e.g. : 

Twain,  Mark,  pseud.     See 
Clemens,  Samuel  Langhorne 

TITLE  ON  THE  MAIN  CARD 

The  title  is  given  as  it  appears  on  ,the  title  page,  omitting  the 
initial  article  unless  such  omission  destroys  the  sense.  In  the 
case  of  well  known  titles,  portions  preliminary  to  the  real  title 


SCHOOL  LIBRARY  MANAGEMENT  77 

may  be  omitted,  such  as  (Personal  history  of)  David  Copper- 
field.  All  the  title  used  is  to  b.e  written  in  one  sentence,  separat- 
ing secondary  or  explanatory  portions  by  a  semicolon.  The  title 
is  to  be  followed  by  a  period.  If  the  book  is  notably  illustrated 
this  information  is  given  as  a  portion  of  the  title,  separated  by 
a  semicolon,  e.g.,  Alice  in  Wonderland;  illus.  by  Arthur  Rack- 
ham.  Similarly,  the  statement  regarding  editor  or  translator,  if 
important,  is  given,  using  the  abbreviations :  ed.  &  tr. 

EDITION 

Many  books  bear  on  the  title  page  a  statement  regarding 
edition.  If  the  copyright  dates  show  that  the  book  has  been  re- 
copyrighted  it  is  evident  that  new  material  has  been  added  and 
that  the  book  is  a  new  edition,  and  note  of  this  should  be  made. 
Edition  statement  follows  the  title  and  is  placed  one-half  inch 
after  it,  on  the  card,  e.g.:  3d  ed.  rev.  &  enl.  Series  statements 
given  as  edition  are  disregarded,  e.g.:  Camelot  edition. 

IMPRINT 

On  all  classed  books,  imprint,  which  is  a  statement  of  pub- 
lisher and  date  of  publication,  is  given  on  the  main  card,  one- 
half  inch  after  title  or  after  edition  statement.  Publisher's  name 
is  given  in  same  abbreviated  form  as  used  in  accessioning,  that 
is,  first  name  in  a  firm.  If  both  English  and  American  firms  are 
given,  the  American  is  used.  Place  of  publication  is  not  given 
for  well  known  publishers.  Publisher  and  date  are  separated  by 
a  comma,  unless  a  period  used  for  abbreviation  takes  its  place. 
Statement  is  finished  with  a  period,  e.g.,  Houghton,  1912. 

DATE 

Give  last  copyright  date.  If  no  copyright  date,  give  title  page 
date. 

COLLATION 

Collation  includes  pages,  volumes,  illustrations.  In  school 
library  cataloging  paging  is  not  usually  given.  Volumes  (when 
more  than  one)  are  noted  for  all  books  whether  fiction  or 
classed.  Place  volume  statement  one-half  inch  after  imprint, 
e.g.,  2v.  If  illustrations  are  valuable  but  are  not  by  an  artist  of 
sufficient  importance  to  be  mentioned  in  the  title,  they  are  noted 


78  SCHOOL  LIBRARY  MANAGEMENT 

as  part  of  the  collation  (e.g.,  2v.  illus.),  using  the  term  to  cover 
several  kinds  of  illustrations.  If  the  book  has  only  one  kind  of 
illustration,  that  kind  is  mentioned,  e.g.:  Maps. 

SERIES  NOTE 

If  a  book  is  one  of  an  important  series,  one  that  adds  value 
or  authority  to  the  work,  a  series  ndte  is  added  on  the  main 
card  of  a  classed  book.  This  information  follows  the  last 
group  of  information  on  the  card  and  is  separated  from  it  by 
one-half  inch  space.  The  statement  is  enclosed  in  (  )  and 
briefly  given,  omitting  the  word  series  unless  necessary  to  the 
sense,  e.g.:  (American  men  of  letters). 

NOTES 

Important  information  about  the  book,  not  covered  by  the 
title,  is  given  in  a  note.  The  usual  cases  are  sequels,  or 
changed  titles.  Space  of  one  line  is  left  between  main  body  of 
title  and  the  note,  beginning  note  at  the  second  indention. 

CONTENTS 

The  last  group  of  information  given  on  the  face  of  the 
main  card  is  the  contents  note.  "Contents"  is  given  for  short 
stories,  plays,  collective  biography,  works  in  sets  where  the 
general  title  does  not  show  the  scope  of  the  separate  volume. 
The  word  Contents  is  placed  on  the  second  line  below  the  main 
body  of  the  title,  at  the  second  indention,  with  a  colon.  Chap- 
ter headings  follow  immediately.  Each  title  begins  with  a  cap- 
ital and  each  item  is  separated  from  the  next  by  a  period  and 
dash.  If  each  chapter  is  by  a  different  author,  the  name  of  the 
author  is  included. 

Giving  Contents  for  sets  in  volumes,  the  word  Contents  is 
placed  as  usual  on  the  second  line  below  the  title  at  the  second 
indention,  and  on  the  next  line  between  the  first  and  second 
indentions,  the  volume  number  is  given,  the  title  beginning  at 
the  second  indention,  followed  by  the  author's  name.  If  one 
volume  of  the  set  is  missing,  space  for  the  contents  of  that 
volume  is  left.  No  writing  should  be  done  on  the  card  lower 
than  the  line  above  the  hole,  continuing  contents  on  second 
card.  The  cards  are  numbered  and  the  first  card  bears  at  the 
bottom,  the  statement :  See  next  card.  On  the  succeeding  cards, 
call  no.,  author's  name  and  Contents  cont'd  are  given. 


SCHOOL  LIBRARY  MANAGEMENT  79 

TRACINGS 

These  are  marks  placed  on  the  back  of  the  author  or  main 
entry  card  to  show  what  additional  cards  have  been  made  for 
that  particular  book.  In  case  of  a  book  being  withdrawn  from 
the  library,  all  cards  would  need  to  be  removed  from  the 
catalog,  hence  the  convenience  of  having  them  indicated  on  the 
author  card.  Since  tracings  are  for  the  cataloger's  use  only, 
and  would  be  confusing  to  the  public,  they  are  placed  on  the 
back.  They  are  so  placed  that  they  may  be  seen  without  re- 
moving the  card  from  the  drawer,  "t"  indicates  that  title  card 
has  been  made;  subject  words  are  written  out  . 

Secondary  entries 

All  cards  made  in  addition  to  the  author  or  main  entry  card 
are  called  secondary  entries.  The  information  on  these  is 
given  in  briefer  form.  The  author's  name  is  placed  on  the 
second  line,  and  is  given  in  secondary  fullness,  i.e.,  initials  are 
used  instead  of  full  name,  if  the  author  has  more  than  one. 

Title  card  or  title  entry 

This  answers  the  question:  Is  a  certain  book  in  the  library? 
Since  the  majority  of  people  think  of  books  by  title,  it  is 
necessary  to  make  title  cards  for  all  the  books  which  might 
be  asked  for  by  title.  If  the  title  of  the  book  is  the  same  as 
the  subject  heading  the  title  card  is  omitted.  If  the  secondary 
title  is  distinctive  and  the  book  might  be  known  by  it,  title 
card  for  this  would  be  made  also.  On  this  card,  call  number 
is  given,  as  usual,  brief  title  placed  on  the  top  line,  second  in- 
dention, omitting  the  articles  for  titles  in  English  unless  neces- 
sary to  the  sense,  in  which  case  it  is  enclosed  in  (  ).  For 
foreign  titles,  article  should  be  given,  e.g.,  (L)'avare.  The 
author's  name  is  given  on  the  second  line,  surname  beginning 
at  the  first  or  author  indention,  comma,  forename  in  full  if  but 
one,  initials  if  more  than  one  forename.  Date  is  not  necessary 
on  title  card.  If  more  than  one  volume,  the  statement  follows 
title. 

Subject  card  or  subject  entry 

This  card  answers  the  question:  Has  the  library  any  ma- 
terial on  a  certain  subject?  A  subject  card  is  made  for  every 


80  SCHOOL  LIBRARY  MANAGEMENT 

book  about  any  subject,  and  as  many  subject  cards  may  be 
made  for  any  book  as  are  necessary  to  list  it  under  all  the 
different  subjects  of  which  it  treats.  Occasionally  subject 
cards  are  made  for  literary  forms  or  kinds  of  books  such  as 
atlases  and  encyclopedias. 

Subject  cataloging  is  the  most  useful  of  all  cataloging  be- 
cause it  makes  all  the  material  in  the  library  available.  It  is 
also  the  most  difficult  as  it  requires  a  wide  knowledge  of  books 
and  subjects,  and  their  relationship;  good  judgment,  discrimina- 
tion in  the  use  of  terms,  and  technical  knowledge  of  cataloging 
practices  and  cataloging  tools. 

CHOOSING  A  SUBJECT  HEADING 

Choice  of  a  subject  heading  for  a  book  in  any  library  will 
be  determined  (i)  by  the  content  or  subject-matter  of  the  book, 
and  (2)  by  the  needs  of  the  particular  library. 

When  working  with  new  books,  the  subject  heading  would 
be  chosen  at  the  time  the  classification  number  is  decided  upon. 
The  library  must  own  a  subject  heading  book  and  when  a 
heading  is  chosen  from  it,  the  word  is  checked  as  a  guide  for 
future  use. 

Standard  guides  for  subject  headings  are: 

A.  L.  A.        Guide  to  subject  headings.        A.  L.  A.   pub.   2.50 

Mann.  A.L.A.  headings  for  juvenile  catalogs.       A.L.A. 

pub.  1.50 

A.L.A.        Book  list.       Subject  index.        A.L.A.  pub.  25c 

For  new  subjects  the  Reader's  guide  to  periodical  literature 
is  useful. 

Discussion  of  subject  cataloging,  including  choice  of  head- 
ings, forms  of  headings  and  country  sub-divisions,  is  found  in 
Hitchler — Cataloging  for  small  libraries.  This  should  be  care- 
fully studied. 

Personal  names,  geographical  names,  names  of  months,  days, 
processes  in  arithmetic,  and  parts  of  speech  are  not  included  in 
the  A.  L.  A.  Subject  headings. 

CHOICE  OF  SUBJECT   HEADINGS 

Careful  choice  of  subjects  is  necessary,  to  bring  out  all  the 
material  in  the  books. 


SCHOOL  LIBRARY  MANAGEMENT  81 

The  title  page,  table  of  contents  and  introduction  are  exam- 
ined and  the  book  scanned  .to  find  out  what  it  is  about.  The 
classification  number  gives  some  indication  of  the  content,  but 
classification  confines  the  book  to  one  particular  place  or  sub- 
ject, and  as  many  subject  headings  may  be  chosen  as  there  are 
different  subjects  treated  in  the  book. 

To  answer  the  question :  What  is  the  book  about  ?  the  most 
specific  term  is  chosen ;  for  example,  having  a  book  about  Flow- 
ers only,  this  word  would  be  used  as  a  subject  heading  rather 
than  the  term  Botany. 

If  a  book  treats  of  two  subjects  which  are  similar,  but  not 
expressed  by  the  same  or  synonymous  terms,  subject  cards  are 
made  for  both.  All  words  used  as  subject  headings  are  verified 
with  the  subject  heading  book  that  the  work  may  be  kept  uni- 
form. Exactness  in  the  use  of  terms  must  be  cultivated.  For 
example,  the  heading  Books  and  reading  would  not  be  used  for 
Ward — Practical  use  of  books  and  libraries,  which  is  about 
Reference  books. 

Personal  names  used  as  subject  headings,  as  in  the  case  of 
biography  and  criticism,  must  be  verified  as  if  they  were  author's 
names,  in  the  biographical  reference  books. 

Official  names  of  societies  and  organizations  are  determined 
from  such  usual  reference  books  as  the  World  almanac  and  the 
encyclopedia. 

Geographical  names  must  also  be  verified  for  form  and 
spelling.  This  verification  is  done  once  for  all  the  first  time  the 
term  is  used  and  note  made  in  the  subject  heading  book. 

The  A.  L.  A.  Book  list  indicates  subject  headings  under  each 
title  listed.  The  needs  of  the  particular  library  will  determine 
whether  more  subject  cards  should  be  made.  The  librarian 
should  be  thoroughly  familiar  with  the  course  of  study  in  the 
school  and  in  cataloging  the  library,  list  all  material  that  would 
be  useful. 

FORM    OF   SUBJECT  CARD 

Call  number  is  given  as  usual,  the  subject  heading  sometimes 
in  red,  or  in  black,  on  top  line  at  second  indention.  Author's 
name  on  second  line  at  first  indention,  in  secondary  fullness. 
Title,  imprint  and  other  information  is  given  in  the  same  fullness 
as  on  the  author  or  main  card. 


82  SCHOOL  LIBRARY  MANAGEMENT 

SUBJECT  REFERENCE  CARDS 

When  choice  of  term  is  made  a  reference  card  is  made  for 
the  catalog  directing  from  the  term  not  used  to  the  subject  word 
under  which  all  material  is  listed.  These  are  of  two  kinds : 

(1)  See  reference 

These  direct  from  other  possible  forms  of  a  subject  to 
the  one  used  in  this  catalog. 

To  illustrate :  The  A.  L.  A.  Subject  headings  gives  the 
term  Farm  implements  and  machinery.  To  enable  one  who 
might  look  under  the  heading  Agricultural  machinery  to  find 
the  material  the  library  contained  on  that  subject,  a  reference 
card  is  made: 

Agricultural  machinery.    See 
Farm  implements  and  machinery. 

See  references  are  made  for  synonymous  and  also  for  op- 
posite terms. 

(2)  See  also  references 

These  direct  to  related  subjects.  A  library  may  have  a 
book  covering  the  whole  field  of  botany,  including  something 
on  flowers.  The  subject  heading  for  this  book  is,  of  course, 
Botany.  It  might  also  have  a  book  dealing  wholly  with  flow- 
ers, and  for  this  the  heading  would  be  Flowers.  To  connect 
the  two,  or  any  subject  and  its  sub-division  also  represented 
in  the  catalog  a  See  also  reference  is  made,  e.g. : 

Botany.          See  also 
Ferns 
Flowers 

If  red  headings  have  been  used  on  the  subject  cards,  the 
same  color  is  used  for  subject  references. 

ANALYTIC  ENTRIES 

Cards  are  made  for  parts  of  books  when  the  part  is  not  in- 
dicated by  the  author,  title  or  subject  card  for  the  whole  book. 
These  may  be  made  for  author,  title  or  subject.  The  form  for 
analytic  entries  is  the  same  as  for  other  author,  title  or  subject 
cards,  with  the  additional  statement  giving  the  location  and  pag- 
ing for  the  part  analyzed.  See  sample  card,  page  85. 

Series  cards  are  sometimes  made  to  list  all  the  titles  the 
library  has  of  an  important  series.  See  examples  in  Hitchler— 
Cataloging  for  small  libraries,  page  190. 


SCHOOL  LIBRARY  MANAGEMENT  83 

Editor  or  translator  cards  are  not  usually  called  for  in  school 
libraries.  Illustrator  cards  are  useful  to  show  what  work  by  an 
artist  is  in  the  library. 

FILING  THE  CARDS 

The  catalog  cards  are  filed  in  a  card  cabinet,  having  drawers 
fitted  with  round  rods,  on  which  the  cards  may  slip  easily.  If 
filed  in  drawers  without  rods,  cards  are  easily  lost  and  the  cat- 
alog becomes  incomplete  and  useless. 

Room  for  growth  of  the  catalog  is  allowed  and  markers  in- 
serted in  the  label  holders  on  the  drawers. 

The  shelf  list  and  the  catalog  are  always  filed  separately. 


SAMPLE  CARDS 
Sample  card  to  show  placing  of  information 


Call        Author 

No.  Title         Edition  statement         Imprint 

Collation  Series  note 


Author  card — Fiction 


Blackmore,  Richard  Doddridge 

Lorna  Doone;  a  romance  of  Exmoor. 

2V. 


Author  card — Classed  books 


973.2    Thwaites,  Reuben  Gold 

T42  The  colonies,  1492-1750.      Rev.  ed. 

Longmans,  c.  1910.  Maps.  (Epochs  of 

American  history.) 


84  SCHOOL  LIBRARY  MANAGEMENT 

Author  card — Contents 

814    •   Crothers,  Samuel  McChord 

C88  Among  friends.  Houghton,  c.  1910. 

Contents:  Among  friends. — Anglo-American 
school  of  polite  unlearning. — Hundred  worst 
books — In  praise  of  politicians. — My  missionary 
life  in  Persia. — The  colonel  in  the  theological 
seminary. 

Author  card — More  than  2  authors 

580        Clements,  Frederic  Edward  &  others 
C59  Minnesota  trees  and  shrubs;  an  illustrated 

manual  of  the  native  and  cultivated  woody 
plants  of  the  state,  by  F.  E.  Clements,  C.  O. 
Rosendahl,  and  F.  K.  Butters.  Univ.  of 

Minn.  1912. 

(Minnesota — Geological  &  natural  history  sur- 
vey. Reports:  Botanical  series,  no.  9) 


Title  card 

Lorna  Doone. 
Blackmore,  R.  D. 


Subject  card 

973.2  U.S. — History — Colonial  period,    1607-1775 

T42        Thwaites,  R.  G. 

The  colonies,  1492-1750.      Rev.  ed. 

Longmans,  c.  1910.  Maps.  (Epochs  of 

American  history.) 


SCHOOL  LIBRARY  MANAGEMENT  85 

Subject  card — Biography 


921  Clemens,  Samuel  Langhorne 

C  Howells,  W.  D. 

My  Mark  Twain.  Harper,  1910. 

Illus. 


Subject  card — Analytic 


814  Books  and  reading 

C  Crothers,  S.  M. 

Convention  of  books.          (In  his  Among 
friends.          c.  1910          p.  96-128.) 


Note — Sample  cards  are  not  full  size. 
L.  B.    Library  hand  card 

Disjoined 

ABCDEFGHIJKLMN 
OPQRSTUVWXYZ 

abcde   fghijkl    m   nop 
Cjrstuvwxyz. 

1234567890        & 

Take,    great    pains   to    have    all 
writing    uniform    in    size,   slant, 
spacing    8c  forms    of  letters. 


86  SCHOOL  LIBRARY  MANAGEMENT 

Rules  for  Arrangement  of  Cards  in  a  Dictionary 
Catalog 

A.  General  principles: 

1.  Arrange  all  cards  or  entries,  whether  author,  title,  sub- 

ject   or    reference,    alphabetically    according    to    the 
English  alphabet. 

2.  Alphabet  word  by  word,  rather  than  letter  by  letter. 

Every  word  to  be  regarded  except  the  initial  article, 
e.  g.  Art  of  living  At  anchor 

Artist  Atala 

3.  Arrange  "nothing  before  something." 

e.  g.  A.  B.  C.  of  electricity 
Aalesund 
Brown,  T.  L. 
Brown,  Thomas 

4.  Consider  punctuation,  i.  e.,  arrange  first  by  that  part 

of  the  heading  which  is  before  a  mark  of  punctua- 
tion, then  arrange  when  necessary  by  the  part  after 

the  punctuation. 

e.  g.  Green,  Thomas  Art — Medieval 

Green  mountain  boys          Art  in  literature 

B.  Special  rules: 

1.  Arrange     separately     names    that     differ     slightly     in 

spelling. 

e.  g.  Brown,  W.  G. 

Browne,  Frances 

Browne,  W.  H. 

2.  (a)  Arrange  German  words  spelled  with  the  vowels, 

a,  6,  ii,  as  if  they  were  spelled  a,  o,  u. 
(b)  Arrange   German   names   written   with   ae,   ce,   ue, 
according  to  the  spelling, 
e.  g.  Mueller,  F.  B. 

Muller,  A.  J. 

Muller,   Max 

Munsterberg,  Hugo 

3.  Arrange  all  abbreviations  as  if  spelled  in  full :  Me.,  St., 

Dr.,    Mr.,    Mile.,    as    Mac,    Saint,    Doctor,    Mister, 
Mademoiselle,  etc. 


SCHOOL  LIBRARY  MANAGEMENT  87 

4.  Numerals  in  titles  of  books  should  be  treated  as  if 

written  out  in  .the  language  of  the  rest  of  the  title. 
e.  g.  ipth  century 
Ninety-three 

5.  Disregard  the  apostrophe  in  the  possessive  case  and  in 

elisions  which  are  to  be  treated  as  one  word, 
e.g.  Boy's  &  girl's  book        Who  wrote  the  Bible? 

Boy's  King  Arthur        Who's  who 

Boys  of  '76 

6.  Arrange   names   compounded   with   prefixes   as   single 

words. 

e.  g.  McAulay,  A.  Lacombe 

Macaulay,  T.  B.  La  Farge 

Mach,  Ernst  Lafayette 

McKenzie,  Alexander  La  Fontaine 
MacKenzie,  J.  S. 

7.  Arrange  personal  names   compounded  of   two  names, 

with  or  without  a  hyphen,  after  the  first  name  but 
before  the  next  longer  word, 
e.  g.  Lane,  William 

Lane-Poole,  Stanley 

Laneham,  Robert 

8.  Arrange  proper  names  beginning  with  Saint,  Sainte,  as 

separate  words. 

e.  g.  New,  John  Saint-Pierre,  Jacques  de 

Saint-Amand,  Imber  de          Saint-Beuve,  C.  A. 
St.  John,  T.  M. 
St.  Petersburg 

9.  Arrange  compound  names  of  places  as  separate  words. 

e.  g.  New  John  New  York 

New  Hampshire  Newark 

New  legion  of  Satan  Newfoundland 

New  Sydenham  society  Newspapers 

10.  Arrange  as  single,  compound  words  which  are  printed 

as  one : 

e.  g.  Bookselling 


88  SCHOOL  LIBRARY  MANAGEMENT 

11.  Arrange  hyphened  words  as  if  separate. 

e.  g.  Book  illustration 
Book-plate 
Book  review 
Bookbinding 

12.  Arrange  by  forenames  headings  in  which  the  surname 

is  the  same. 

(a)  In   a   heading    (not   in   a    title)    disregard   the 

prefixes:  Mrs.,  Sir.,  Gen.,  Capt,  etc. 
e.  g.  Smith,  Sir  Charles 

Smith,  Mrs.  Elizabeth 

Smith,  John 

(b)  When   surname   and   forenames   are   the    same, 

arrange   by  whatever   designation   is   used  to 
distinguish  the  two  persons.      Arrange  chron- 
ologically by  date  if  there  is  no  other  distinc- 
tion. 
e.  g.  Smith,  John 

Smith,  Capt.  John 

13.  When    the    same    word    serves    for    several   kinds    of 

headings,  arrange  alphabetically  by  the  secondary  or 
explanatory  part  of  the  headings,  but  keep  in  sep- 
arate groups,  names  of  persons  and  subdivisions  of 
a  subject. 

e.  g.  Washington,  Booker  Art,  G.     tr. 

Washington,  George  Art  (subject) 

Washington,  George   (subject)     Art — Criticism 
Washington,  Conn.  Art — Study  and  teaching 

Washington,  D.  C.  Art  education 

Washington,  Mount  Art  in  flowers 

Washington   (state) 
Washington,  Treaty  of 
Washington  art  association 
Washington  monument 

14.  Forenames  used  as  headings  precede  the  same  names 

as  surnames. 

e.  g.  James,  St.  the  Apostle 

James,  Henry 

James  Pendergast  free  library 


SCHOOL  LIBRARY  MANAGEMENT  89 

15.  Arrange  forenames  which  are  the  same,  alphabetically 

by   the    designation    following.      Disregard   numerals 
in  the  alphabetical  arrangement,  but  arrange  a  name 
followed  by  a  numeral  after  one  without, 
e.g.  John,   Saint  John  Bull 

John  II,  King  of  France  John  Halifax,  gentleman 

John  IV,  King  of  Portugal        John  of  Austria 
John,   Eugenie  John  of  Faunt 

16.  Arrange   all   subdivisions   of    a   subject    alphabetically. 

e.  g.  Art — Ancient 

Art — Bibliography 

Art — French 

Art — Study  &  teaching 

Exception  :     Under  the   subdivision   History : 

(a)  Arrange  period  divisions  chronologically. 

(b)  Arrange    other     divisions     alphabetically 

before  the  chronological  divisions, 
e.  g.  United  States — History — Bibliography 
United  States — History — Sources 
United    States — History — Revolution 
United  States — History — Civil  war 

17.  Under  the  names   of   places   use   a   strict  alphabetical 

arrangement    for    all    subheads,    whether    names    of 

official   departments,    subject  divisions,   or  names   of 

organizations  entered  under  place. 

e.  g.  Washington   (state).     Constitution 
Washington  (state).     History 
Washington   (state).     State  treasurer 
Washington    (state).     University 
Washington  state  historical  society 

18.  Arrange  see  also  reference  after  the  subject  entries. 

19.  Under  an  author's  name  adopt  the  following  order: 

(a)  Works  of   author,  whether  single  or  collected, 

arrange    alphabetically   by   first  word   in   title. 

Include  words  as  joint  author  and.  works  as 
editor  or  compiler. 

(b)  A  criticism  of  a  particular  work  is  filed  behind 

the  title  criticised. 


QO  SCHOOL  LIBRARY  MANAGEMENT 

(c)   A  translation   is   arranged   alphabetically   by   its 
own  title,  not  behind  the  original. 

20.  Arrange  Bible  headings  as  follows : 

(a)  Bible   (texts) 
Bible  (as  subject) 

(b)  Bible.     N.  T.   (texts) 
Bible.     N.  T.   (as  subject) 

Bible.     N.  T.   (single  books  or  groups  arranged 
alphabetically) 

(c)  Bible.      O.    T.     (same    arrangement    as    under 

N.  T.) 

Guide  cards :  General  rule :  One  to  every  twenty-five  cards. 
Usually  thirds  are  used.  Put  whole  word  on  guide  card. 
Where  headings  are  complicated  as  U.  S.  &  Bible,  put  in  cards 
more  frequently. 

Pamphlets 

Much  material  is  obtainable  in  bulletin,  circular  and  pamphlet 
form  which  may  be  of  help  in  the  school  library,  by  providing 
timely  information  on  many  subjects,  at  small  cost.  From  the 
mass  of  such,  only  that  of  direct  value  to  the  library  should 
be  collected  and  saved. 

SOURCES  OF  MATERIAL 

Government  publications,  particularly  the  reports  and  bulle- 
tins of  the  U.  S.  Bureau  of  education  and  the  U.  S.  Depart- 
ment of  agriculture  should  be  regularly  received.  Bulletins  of 
other  government  departments  and  bureaus  may  be  asked  for 
as  needed.  The  A.  L.  A.  Book-list  includes  quarterly  an  an- 
notated list  of  Government  documents  of  especial  value. 

Each  department  publishing  bulletins  furnishes  them  free  as 
long  as  the  supply  lasts.  When  the  department  supply  is  ex- 
hausted and  the  pamphlet  must  be  secured  from  the  govern- 
ment printing  office,  a  nominal  sum  must  be  paid. 

State  documents,  University  bulletins,  State  society  publica- 
tions are  obtainable  free.  College  catalogs  are  sent  upon  request. 

N.  E.  A.  publications  and  bulletins,  pamphlets  of  the  Voca- 
tional bureau  of  Boston,  bulletins  of  the  Drama  league  of 
America,  and  those  of  other  organizations  are  obtainable  by 
joining  the  organization. 


SCHOOL  LIBRARY  MANAGEMENT  91 

Information  regarding  other  organizations  and  societies  and 
their  bulletins  may  usually  be  obtainable  by  writing  the  presi- 
dent. Addresses  of  societies  are  given  in  the  World  almanac. 

Miscellaneous  material  includes  advertising  pamphlets  on 
specific  products,  industries  or  occupations,  pamphlet  biogra- 
phies issued  by  publishing  companies,  descriptive  accounts  of 
localities  by  government  bureaus  or  railroads,  pamphlets  ex- 
plaining the  work  and  organization  of  various  societies.  Lists 
of  such  material  are  issued  from  time  to  time  in  school  jour- 
nals and  library  periodicals,  and  in  bibliographies  of  books. 
Such  lists  are  soon  out  of  date  as  the  material  goes  out  of  print 
in  a  short  time. 


CARE 

Unorganized  pamphlet  material  is  worse  than  useless  because 
it  becomes  clutter  in  the  library.  Each  piece  must  be  classified 
as  soon  as  it  is  received,  and  filed  at  once.  Whatever  method 
of  filing  is  followed,  it  must  be  consistent,  orderly  and  under- 
standable. 


FILING  CASES 

The  vertical  file  is  preferred  because  it  provides  the  most 
substantial  and  permanent  storage  place  for  pamphlets.  It 
keeps  them  clean  and  in  good  condition,  and  makes  them  easily 
accessible.  The  file  should  be  of  standard  make  and  size.  For 
ordinary  pamphlets  the  letter  size  is  used  but  for  pictures, 
especially  when  mounted,  the  legal  size  is  better. 

Bulletin  boxes  are  inexpensive  and  provide  good  temporary 
filing  places  for  pamphlets  and  volumes  of  magazines.  Pam- 
phlet binders  are  obtainable  and  make  a  good  temporary  case 
for  single  pamphlets,  or  a  group  which  are  to  be  classified, 
marked  and  shelved  like  books. 

Manual  arts  classes  will  often  bind  pamphlets  for  the  li- 
brary. 

METHODS  OF  FILING 

Bulletins  of  which  the  library  keeps  a  complete  file  are  ar- 
ranged by  number. 


92  SCHOOL  LIBRARY  MANAGEMENT 

Subject  arrangement 

Miscellaneous  bulletins  are  arranged  by  subject  or  by  classi- 
fication numbers.  Using  the  first  method,  in  the  vertical 
file,  each  pamphlet  is  marked  with  the  subject  word.  A  folder 
or  guide  is  used  for  each  subject  and  all  are  arranged  in 
alphabetical  order. 

When  the  pamphlets  are  filed  in  boxes,  they  are  marked  on 
the  outside  with  the  subject  and  alphabetically  arranged  on  the 
shelves,  and  kept  as  a  separate  collection. 

An  index  to  the  pamphlets  in  the  box  may  be  pasted  on  the 
outside  of  the  box. 

Subject  headings  like  those  for  cataloging  should  be  chosen 
from  the  A.  L.  A.  list  of  subject  headings  (see  page  80). 

Classed  arrangement 

To  keep  all  the  material  the  library  has  on  a  subject,  whether 
books  or  pamphlets,  together  on  the  shelves,  the  classed  and 
numbered  arrangement  is  necessary.  Each  pamphlet  is  marked 
with  the  class  number,  boxes  are  labeled  with  number  and  sub- 
ject, and  the  boxes  are  placed  on  the  shelves  with  the  books  bear- 
ing the  same  number. 

When  the  library  contains  a  very  large  number  of  pamphlets 
on  subjects  like  agriculture,  or  education,  a  more  detailed  clas- 
sification is  necessary  than  for  the  books.  Detailed  classification 
schemes  for  agriculture  and  education  are  given  on  pages  44-8 
and  40-1. 

When  new  pamphlets  are  received  which  supersede  in  inter- 
est and  information  those  in  the  file,  the  old  ones  should  be  re- 
moved and  destroyed. 

RECORDS  OF  PAMPHLETS 

Pamphlets  are  never  entered  in  the  accession  book  until  after 
they  are  permanently  bound.  A  subject  card  for  each  pamphlet 
is  made  for  the  catalog  in  the  usual  form.  The  designation 
"pamph."  is  added  to  show  that  the  material  is  in  pamphlet  box 
or  file  rather  than  in  a  book  on  the  shelves. 

USE   OF   PAMPHLETS 

No  pamphlets  should  be  taken  from  the  room  without  being 
charged  by  the  librarian.  A  temporary  slip  may  be  made  giving 
the  class  number  of  the  box  and  the  number  of  pamphlets  taken, 
the  date  and  name  of  the  borrower. 


SCHOOL  LIBRARY  MANAGEMENT  93 

When  pamphlets  are  assigned  to  a  class  for  special  work,  they 
should  be  put  in  a  temporary  binder,  like  those  used  in  magazine 
table  lisev 


PICTURES 

A  collection  of  pictures  is  of  very  great  use  in  the  school, 
and  may  be  accumulated  without  great  expense.  Pictures  from 
the  Mentor  magazine,  clippings  from  illustrated  magazines  and 
worn-out  books,  and  inexpensive  prints  will  help  start  the  collec- 
tion. The  pamphlet  by  Dana  &  Gardner,  Aids  in  High  school 
teaching:  pictures  and  objects  (H.  W.  Wilson  co.,  958-64  Uni- 
versity ave.,  New  York)  discusses  the  subject  fully  and  gives 
addresses  of  sources. 

FILING  PICTURES 

As  pictures  are  collected,  they  should  be  trimmed,  classified 
by  marking  with  subject  word  or  by  the  regular  classification 
system  of  the  library,  and  put  in  envelopes  marked  with  the  sub- 
ject, or  class  number. 

MOUNTING 

Before  they  are  allowed  to  circulate,  the  pictures  must  be 
mounted.  For  very  light  pictures  or  prints,  construction  paper 
may  be  used.  This  comes  in  sheets,  24x36,  and  will  make  four 
mounts  9x12.  It  may  be  obtained  in  all  colors,  the  price  varying 
according  to  color.  Heavier  mounts  are  made  from  cover  paper, 
mounting  and  press  board,  which  come  in  large  sheets  of  varying 
sizes. 

Uniform  sizes  of  mounts  are  desirable  because  of  the  filing, 
the  two  sizes  being  commonly  used  to  take  care  of  all  ordinary 
size  pictures.  They  must  be  of  a  size  that  will  file  readily  in  the 
vertical  file.  Gray,  tan  or  brown  are  the  most  desirable  colors. 

The  picture  must  be  accurately  placed  on  the  mount  and 
carefully  pasted  to  the  mount  with  thin  photo  paste,  then  placed 
under  a  press  until  thoroughly  dry. 

Subject  word  or  classification  number  should  be  added  to 
facilitate  filing.  This  may  be  placed  on  the  front  of  the  picture 
in  the  upper  right  corner. 


PART  III 
ADMINISTRATION 

Appropriation 

(Abridged  from  North  central  assoc.  Report  on  Library 
organization  and  equipment.) 

"Annual  appropriation.  The  library  should  receive  an  annual 
appropriation  of  sufficient  amount  in  addition  to  salaries  to  pro- 
vide means  for  the  necessary  correlation  with  other  departments. 
This  appropriation  should  be  increased  annually  in  direct  ratio 
to  the  increasing  library  needs  of  each  department  and  should 
include  specific  amounts  for  the  maintenance  and  supervision  of 
the  library. 

The  maintenance  of  the  library  should  not  depend  on  in- 
cidental sources  of  money,  such  as  school  entertainments  and 
"socials".  Students  may  be  encouraged  to  raise  funds  for  the 
library  in  appropriate  ways,  but  these  funds  should  be  used  only 
for  such  accessories  as  make  the  library  more  attractive  .  .  . 
such  as  special  equipment,  finely  illustrated  editions ;  but  the 
high  school  should  not  be  forced  to  depend  upon  such  means 
for  necessary  library  service. 

The  initial  expense  of  the  library  includes  (i)  the  salaries  of 
the  librarian  and  assistants,  which  should  be  on  the  same 
schedule  as  those  of  other  teachers;  (2)  the  cost  of  books  and 
equipment. 

Funds  for  maintenance  should  provide  for  increase  of  sal- 
aries, additional  books,  periodicals,  binding  and  other  repairs, 
replacements,  catalog  cards,  supplies,  new  equipment,  etc. 

Each  department  should  file  with  the  librarian  definite  state- 
ments of  needs  as  these  needs  are  felt  throughout  the  year,  and 
the  librarian  should  make  disbursements  according  to  these 
needs. 

It  should  be  borne  in  mind  that  the  library  is  primarily  for 
the  students." 

Service 

Definite  service  is  as  necessary  in  the  library  as  in  any  part 
of  the  school.  Without  it,  the  library  can  never  be  effective. 
The  library  represents  an  expenditure  of  money.  This  money  is 


96  SCHOOL  LIBRARY   MANAGEMENT 

wasted  unless  the  books  bought  are  suited  to  the  needs  of  the 
school  and  the  ages  of  the  pupils,  are  so  arranged  that  they  are 
quickly  available,  so  recorded  that  they  are  not  lost  or  misplaced, 
and  the  use  directed  so  that  they  become  a  definite  part  of  school 
work. 

The  library  is  a  special  department  and  must  have  specialized 
service.  No  part  of  a  teacher's  training  includes  a  study  of 
books  from  the  library  standpoint,  or  instruction  in  the  care  and 
management  of  libraries.  The  school  must  therefore  provide  a 
librarian  as  it  provides  a  specially  trained  person  for  any  other 
special  department. 

The  Librarian 

(Summary  from  North  Central  association.  Report  on  Library 
organization  and  equipment.) 

A.  Qualifications.     The  librarian  in  the   high   school   should 
combine  the  good  qualities  of  both  the  librarian  and  the  teacher, 
and  must  be  able  to  think  clearly  and  sympathetically  in  terms  of 
the  needs  and  interests  of  high  school  students. 

A  wide  knowledge  of  books,  ability  to  organize  material  for 
efficient  service,  and  successful  experience  in  reference  work 
should  be  demanded  of  every  librarian.  Most  of  all  should  the 
personality  of  the  librarian  be  emphasized.  Enthusiasm,  power 
to  teach  and  inspire,  are  as  essential  in  the  high  school  librarian 
as  in  the  teacher.  .  .  . 

B.  Professional   requirements.      The    standard    requirements 
for  future  appointments  of  librarians  in  high  schools  should  be 
a   college   or   university    degree  .  .  .  together   with   at   least   one 
year  of  post-graduate  training  in  an  approved  library  school  and 
one    year's     successful     library   experience  ...  in   a    library   of 
standing.   .  .  . 

C.  Salaries.     The  salary  of  a  high  school  librarian  should  be 
adequate  to  obtain  a  person  with  the  qualifications  set   forth  in 
this   report.     It   should  not  be  lower  than  that  of  the   English 
teacher,  but  it  may  be   necessary  to  pay  a  higher  salary  when 
there  is  an  over  supply  of  English  teachers  and  an  under  supply 
of  librarians. 

D.  Administrative     requirements.     .  .  .    Status.        In     high 
schools  having  heads  of  departments,  the   librarian    should  be 
head  of  the  library  department,  with  status  equal  to  that  of  heads 


SCHOOL  LIBRARY  MANAGEMENT  97 

of  other  departments  (The  school  librarian  should  be  included 
in  Teachers'  pension  acts). 

(1)  CLERICAL  WORK.    Clerical  work  of  the  nature  of  office 
work  should  not  be  demanded  of  the  librarian.     Under  no  cir- 
cumstances should  the  librarian  be  expected  to  do  clerical  work 
properly  required  in  the  principal's  office  such  as  keeping  records 
of  attendance  and  keeping  official  records.  .  .  . 

Free  textbooks  should  not  be  stored  in  the  library  and  should 
not  be  handled  by  the  library  staff. 

(2)  ADMINISTRATIVE  WORK  may  be  summarized  as  follows: 
Directing  the  policy  of  the  library,  selecting  books,  purchas- 
ing books,  planning  the  room  and  its  equipment,  keeping  records 
of  expenses  and  planning  the  annual  library  budget,  planning  and 
directing  the  work  of  trained  and  student  assistants,  building  up 
a  working  collection  of  pamphlets,  clippings,  and  of  illustrative 
material. 

The  librarian  should  be  present  at  all  teachers'  meetings  held 
with  reference  to  courses  and  policy  governing  instruction  and 
should  have  the  ability  to  work  for  and  with  teachers  so  well 
that  mistakes  in  adaptation  of  book  collections  to  needs  may  not 
occur. 

(The  librarian  should  by  all  means  be  present  at  teachers' 
meetings  when  regulations  regarding  the  use  of  the  library  are 
being  discussed.) 

(3)  TECHNICAL  WORK  may  be  summarized  as  follows :     The 
classifying,  cataloging,  indexing  and  filing  of  all  printed  matter 
so  that  it  may  be  readily  available  for  use;  establishing  a  prac- 
tical charging  system  to  keep  track  of  books  and  other  materials 
borrowed  from  the  library;  attending  to  the  proper  binding  and 
rebinding  of  books;  keeping  necessary  records  and  statistics  of 
additions  to  library,  use  of  library,  etc. 

(4)  EDUCATIONAL  WORK  may  be  summarized  as  follows: 
Reference.     Helping   teachers   and   students   to   find   suitable 

material  on  special  topics,  notifying  teachers  of  new  books  and 
articles  on  professional  subjects,  looking  up  answers  to  questions 
which  have  come  up  in  classroom  or  laboratory,  preparing  sug- 
gestive reference  reading  for  the  course  of  study. 

Instruction.  Systematic  instruction  of  students  in  the  use  of 
reference  books  and  library  tools  such  as  card  catalogs,  indexes, 


98  SCHOOL  LIBRARY  MANAGEMENT 

etc.  ...  In  this  instruction,  the  relationship  of  the  high- 
school  library  and  the  public  library,  and  the  relation  of  a  library 
to  life  outside  of  school  should  be  emphasized. 

Educational  and  vocational  guidance.  Cultural  and  inspira- 
tional work  in  widening  the  interests  of  the  students  and  in 
cultivating  a  taste  for  good  reading.  This  is  done  through 
posting  interesting  material  on  bulletin  boards,  compiling  lists 
of  interesting  reading  in  books  and  magazines,  through  reading 
clubs  and  personal  guidance  of  the  reading  of  individual  stu- 
dents. The  librarian  should  also  co-operate  with  vocational 
counsellors  in  aiding  the  students  in  the  choice  of  vocations  and 
should  have  on  hand  in  the  library,  pamphlets,  etc.  on  the  occu- 
pations. 

Teach  er -librarian 

Schools  unable  to  provide  a  librarian  may  give  some  measure 
of  service  by  the  employment  of  a  Teacher-librarian,  i.e.,  a  high 
school  teacher,  with  at  least  six  weeks'  training  in  elementary 
library  methods,  one  who  gives  part  time  to  the  library  in  addi- 
tion to  teaching. 

TRAINING  OF  TEACHER-LIBRARIANS 

The  training  for  this  work  must  be  special  and  standardized. 
Desk  work  in  a  large  library,  or  incidental  work  in  a  public  li- 
brary does  not  fit  one  for  the  work.  In  such  libraries,  the  work 
done  by  the  untrained  assistant  gives  her  no  training  in  classifica- 
tion and  the  records  needed  in  even  the  smallest  school  library. 
The  records  used  in  public  libraries  are  usually  more  elaborate 
and  detailed  than  necessary  in  school  libraries,  where  the  system 
used  must  be  very  simple,  but  still  accurate  and  adapted  to  the 
needs  of  the  school. 

Standardization  of  Work 

Necessity  for  standardization  of  the  library  work  in  a  state  is 
another  reason  for  special  training  for  teacher-librarians.  The 
training  received  in  six  weeks  must  of  necessity  be  very  rudi- 
mentary. To  be  useful  it  must  be  based  on  actual  conditions  and 
needs,  and  the  teacher-librarian  must  be  given  specific  directions 
to  meet  those  conditions. 


SCHOOL  LIBRARY  MANAGEMENT  99 

In  the  school  the  portion  of  her  time  which  may  be  given  to 
the  library  is  restricted,  and  all  work  done  must  be  made  to 
count  toward  getting  the  library  on  a  working  basis  for  the 
future  as  well  as  the  present.  The  teachers  change  very  fre- 
quently, and  if  the  library  service  is  to  be  consecutive  and  con- 
tinuous, it  must  be  done  by  a  system  that  is  understandable  to 
another  having  had  similar  training,  and  can  be  continued — not 
done  over. 

TIME  ELEMENT  OF  SERVICE 

The  teacher-librarian  must  be  given  time  in  which  to  do  the 
library  work,  as  well  as  her  teaching.  The  amount  of  teaching 
which  she  may  do  must  be  restricted  and  she  must  not  be  re- 
quired to  do  outside  work  such  as  supervision  of  the  assembly 
room,  or  coaching. 

In  putting  a  library  in  order,  speed  is  desirable,  and  for  this 
reason  a  routine  of  work  is  suggested  in  the  division  of  organ- 
ization that  is  the  most  economical  of  time.  The  work  of  each 
process  must  be  done  accurately  and  neatly,  so  that  it  will  not 
need  to  be  done  over. 

The  teacher-librarian  taking  up  the  work  for  the  first  time  in 
connection  with  teaching  in  a  school  where  the  library  has  not 
been  organized,  cannot  be  expected  to  do  more  the  first  year  than 
the  processes  preliminary  to  cataloging  (see  Routine,  p.  72-93). 

Use  of  Student  Help 

Students  may  not  be  entrusted  with  accessioning,  cataloging 
or  any  parts  of  the  work  which  require  mature  judgment  and 
training.  They  are  used  to  advantage  in  some  schools  in  some 
of  the  mechanical  processes,  such  as  opening  new  books,  stamp- 
ing, folding  and  pasting  book  pockets.  Their  work  is  carefully 
supervised  and  they  are  required  to  be  very  neat  and  accurate. 
Students  capable  of  doing  especially  careful  work  may  be  taught 
to  mend  books,  and  boys  who  have  had  mechanical  drawing  may 
be  trained  to  mark  books  acceptably. 

Students  in  the  commercial  department  may  be  taught  to 
make  accurately  spaced,  typewritten  shelf  lists  or  catalog  cards, 
from  copy  furnished  by  the  librarian. 

Monitors  for  putting  up  books  are  of  help  after  they  have 
been  taught  the  classification  and  arrangement  of  the  books  and 


ioo  SCHOOL  LIBRARY  MANAGEMENT 

the  arrangement  of  magazines  in  the  magazine  rack;  Charging 
books  may  also  be  done  by  the  students,  to  leave  the  librarian 
free  for  personal  work  with  the  students. 

Bulletin  boards  may  be  partly  or  wholly  in  charge  of  the  stu- 
dents, who  will  assemble,  clip  and  post  items  of  interest,  and 
change  them  frequently. 

Discipline 

The  library  is  not  a  study  hall,  but  a  place  where  books  may 
be  used  with  profit  and  enjoyment.  As  a  matter  of  courteous 
consideration  of  the  rights  of  all,  order  must  be  maintained. 
The  librarian  is  needed  to  give  assistance  to  the  students  and 
should  be  as  free  as  possible  from  police  duty. 

Self-government  rules,  made  by  the  students  and  enforced  by 
them,  are  effective  in  some  libraries.  The  following  are  sugges- 
tive: 

SELF  GOVERNMENT  RULES  FOR  SMALL  SCHOOL  LIBRARIES 
Adapted  from  the  Rules  of  the  Girls  High  School,  Brooklyn 

A  library  committee  shall  be  elected  by  the  students  of  the 
school. 

This  committee  shall  consist  of  five  members,  two  from  the 
senior  class,  and  one  each  from  the  junior,  sophomore  and  fresh- 
man classes,  each  class  electing  its  own  member. 

It  shall  be  the  duty  of  the  committee  to  give  such  service  as 
may  be  requested  by  the  teacher  in  charge  of  the  library,  and  to 
see  that  the  library  rules  are  obeyed. 

Rules  of  the  library  shall  be  drawn  which  shall  give  the 
greatest  use  of  the  library  for  the  whole  student  body,  and  shall 
be  ratified  by  it. 

SUGGESTED  RULES 

Resolved  by  the  students  of school  that  the 

following  library  rules  shall  be  in  force  on  and  after 

1.  The  library  is  open  to  all  students  of  the  school  for  the 
drawing  of  books  from to 

2.  Use  of  the  library  during  study  periods 

Students  wishing  to  spend  a  study  period  in  the  library  shall 
report  to  the  teacher  and  receive  permission  to  do  so.  On  en- 


SCHOOL  LIBRARY  MANAGEMENT  101 

taring  the  library  at  the  beginning  of  a  study  period,  or  later,  a 
student  must  register  his  name  on  the  library  bulletin  board, 
giving  name  and  room  to  which  he  belongs,  or  bring  a  pass  slip 
from  the  teacher. 

Students  must  register  for  each  period  in  the  library.  They 
may  not  leave  before  the  end  of  the  period. 

The  library  must  not  be  used  during  study  periods  for  text- 
book work  excepting  when  the  pupil  wants  to  use  library  books 
during  the  greater  part  of  the  period.  When  most  of  the  period 
is  to  be  spent  in  text-book  work,  the  pupil  should  remain  in  the 
study  room  until  that  is  completed  and  then  come  to  the  library. 
(The  latter  arrangement  is  possible  only  when  the  library  adjoins 
the  study  hall.) 

3.  Order  in  the  library 

The  teacher-librarian  in  charge  of  the  library  will  make  some- 
one responsible  for  the  order  in  the  library  during  each  period. 
At  the  close  of  the  period,  the  person  in  charge  will  see  that  the 
tables  are  cleared  of  books  and  papers. 

Each  student  using  books  or  encyclopedias,  or  other  large 
reference  books,  shall  return  them  to  the  shelves.  Other  books 
will  be  returned  unless  a  student  is  doubtful  where  they  belong. 
When  in  doubt,  leave  the  books  on  the  table. 

No  conversation  shall  be  allowed  in  the  library,  and  no  con- 
duct not  permissible  in  the  classroom. 

4.  Books  for  use  outside  the  library 

No  books,  or  other  library  property,  may  be  taken  from  the 
room  until  properly  charged. 

A  book  is  not  properly  charged  until  the  manila  card  in  the 
book  pocket  has  been  removed,  borrower's  name  (and  room) 
recorded  on  it,  and  a  dating  slip  stamped  to  show  when  it  must- 
be  returned.  The  book  card  must  be  put  in  the  box  kept  for  this 
purpose. 

Books  in  great  demand  may  be  loaned  for  one  study  period 
only,  or  from  the  close  of  school  until  9  A.  M.  the  next  day. 

All  other  books  are  loaned  for  two  weeks  or  for  the  time  set 
by  the  teacher  in  charge  of  the  library.  All  books  must  be  re- 
turned on  the  date  stamped  on  the  date  slip. 


102  SCHOOL  LIBRARY  MANAGEMENT 

5.    Care  of  books 

Books  must  be  used  with  care. 

They  may  not  be  left  face  down  on  the  table  or  used  to  carry 
notes  or  memoranda,  or  otherwise  misused. 

They  must  be  kept  dry  and  clean. 

No  markings  may  be  made  in  the  books  and  no  corners  or 
pages  turned  down. 

Books  lost  or  injured  must  be  paid  for. 

For  violation  of  any  of  these  rules,  fines  may  be  imposed  or 
library  privileges  withdrawn. 

Other  rules  relating  to  borrowing  of  books  are  given  on 
pages  61-6  under  Charging  system. 

Library  Permits 

Many  of  the  larger  schools  use  more  elaborate  systems  of 
library  checking  than  that  described  above.  Library  permits  are 
cumbersome,  are  time-consuming  and  not  infrequently  hamper 
the  use  of  the  library  by  the  student. 

In  introducing  a  checking  system,  study  must  be  made  of  the 
needs  it  is  to  serve,  that  its  purpose  may  be  achieved  with  as 
little  strain  as  possible  upon  teacher,  librarian  and  student. 

From  the  school  side,  an  attendance  check  is  desired,  so  that 
the  study  hall  teacher  can  account  for  students  not  in  the  study 
room  at  a  specified  time. 

The  purpose  of  the  library  must  be  kept  in  mind.  It  is  in  the 
school  to  provide  aid  in  reference  work  assigned  by  the  teachers. 
This  help  cannot  be  furnished  if  the  librarian's  time  is  consumed 
with  statistics  of  attendance. 

The  student  has  ordinarily  but  one  library  period  a  day,  and 
the  number  of  subjects  called  for  each  period  is  often  one-third 
as  many  as  there  are  students  in  the  library.  The  checking  sys- 
tem must  be  reduced  to  the  simplest  form  that  the  real  work 
may  not  suffer. 

A  simple  but  useful  system  is  as  follows : 

A  slip  for  each  hour  is  posted  in  the  home  room.  Students 
going  to  the  -library  write  their  names  on  this  slip  and  on  enter- 
ing the  library,  on  a  similar  one  posted  there. 

At  the  end  of  the  day,  the  slips  from  the  library  are  re- 
turned to  the  home  room  teacher  for  comparison  with  the  slip 
there. 


SCHOOL  LIBRARY  MANAGEMENT  103 

The  chief  objection  to  this  system  is  that  considerable  of  the 
student's  time  is  used  in  waiting  his  turn  to  sign  up  the  slip.  In 
the  general  economy,  however,  there  is  less  loss  than  in  employ- 
ing a  method  which  takes  time  each  period  from  the  teacher  or 
librarian. 

Where  it  is  felt  that  a  pass  slip  is  especially  desired,  the  fol- 
lowing may  be  used : 

The  pass  or  library  permit  is  issued  by  the  class  teacher.  It 
bears  the  name  of  the  student,  his  home  or  study  room,  the 
period  (this  information  being  filled  in  by  the  student  himself), 
the  reference  assignment  and  the  class  teacher's  signature.  It  is 
usually  countersigned  by  the  study  room  teacher  for  the  hour  in 
which  it  is  used,  but  this  is  not  considered  essential.  The  per- 
mit is  taken  to  the  library  by  the  student,  and  the  librarian 
checks  up  the  number  of  permits  with  the  number  of  students  in 
the  room.  At  the  end  of  the  day  all  permits  are  sorted,  and  re- 
turned to  the  respective  study  rooms,  to  be  compared  with  the 
list  of  students  due  there  during  the  different  periods. 

Supervised  Study  and  the  Library 

Use  of  books  is  essential  in  supervised  study  but  removing 
large  numbers  from  the  library  for  use  in  any  one  study  room 
for  any  considerable  period  works  too  great  a  hardship  on  the 
rest  of  the  school. 

In  some  schools,  books  which  are  to  be  especially  introduced 
during  a  class  period  are  taken  to  the  class  room  on  the  library 
truck  and  shown.  At  the  end  of  the  period,  they  are  returned 
to  the  library  and  the  students  come  there  to  use  or  draw  them. 

In  a  school  having  hour  periods,  supervised  study  is  carried 
on  by  having  half  hour  recitation  periods  in  the  class  room,  fol- 
lowed by  a  class  visit  to  the  library,  accompanied  by  the  teacher, 
for  a  half  hour's  intensive  reference  work  on  the  special  subject. 

Use  of  the  Library 

Use  is  the  summing  up  and  the  test  of  the  library's  value  to 
the  school  and  the  student.  It  is  the  end  toward  which  all  the 
work  of  selection,  organization  and  administration  is  directed. 


104  SCHOOL  LIBRARY  MANAGEMENT 

AIDS  IN  INCREASING  THE  USE  I 

Attractive  books. 

Bulletin  boards. 

Library  well  classified  and  arranged. 

Shelves  well  marked. 

Shelf  list  to  show  what  books  on  each  subject. 

Catalog  to  bring  out  all  the  material  in  the  library. 

Librarian's  personal  work  with  the  students : 

Helps  in  selection  of  books. 

Talks  about  the  books. 

Interests  those  who  do  not  read  by  studying  their  tastes 
and  then  bringing  to  their  attention,  books  on  subjects 
in  which  they  are  interested. 

Improves  quality  of  reading  done  by  suggestion  of  books 

better  than  those  being  read. 
Use  of  book  lists: 

Brief  lists  on  interesting  subjects. 

Printed  book  marks. 

Library  sermonettes,  such  as  "Don't  be  a  quitter." 

Keeping  the  Library  Open 

When  a  teacher-librarian  is  employed  and  the  library  service 
thus  limited,  other  teachers  may  be  assigned  to  the  library  for 
their  vacant  periods  that  it  need  not  be  closed.  These  library 
periods  give  the  teacher  opportunity  to  supervise  special  refer- 
ence work  for  her  own  classes. 

Distribution  to  Grades 

In  small  schools  books  for  the  grades  are  housed  in  the  gen- 
eral library,  but  on  special  shelves.  Library  days  are  assigned  to 
each  grade  to  permit  them  to  come  to  the  library  to  select  their 
books. 

When  such  arrangement  is  not  feasible,  a  classroom  collec- 
tion is  sent  to  each  room  for  a  limited  time  and  the  teacher  at- 
tends to  the  charging  of  the  books  to  the  pupils.  When  the  col- 
lection is  returned,  the  teacher  makes  a  report  on  the  circulation 
of  the  books. 


SCHOOL  LIBRARY  MANAGEMENT  105 

Reports 

Reports  are  valuable  to  show  the  size  and  value  of  the  library 
and  to  give  some  indication  of  its  usefulness,  even  though  it 
cannot  be  fully  measured  in  this  way.  If  records  are  kept  ac- 
curately and  continuously  the  most  necessary  figures  may  be 
easily  compiled. 

The  Accession  book  shows  the  number  of  books  in  the 
library  and  their  cost,  and  number  added  during  any  year. 

By  means  of  the  Record  of  books  loaned,  described  under 
Charging  system,  the  number  of  books  borrowed  for  home  read- 
ing is  easily  counted. 

Closing  the  Library 

At  the  end  of  the  school  year,  the  library  must  be  put  in  per- 
fect order  before  closing.  All  books  belonging  to  the  library 
must  be  gathered  in  from  the  various  departments  and  in- 
dividuals and  missing  books  traced.  All  cards  must  be  taken 
from  the  charging  tray,  put  in  the  books  and  the  books  replaced 
in  their  proper  number  on  the  shelves. 

If  any  work,  such  as  the  cataloging,  must  be  left  unfinished, 
a  note  must  be  left  with  it  showing  clearly,  the  stage  it  is  in. 

Complete  inventory  should  be  taken  occasionally,  particularly 
when  there  is  to  be  a  change  of  Teacher-librarian. 

This  is  done  by  checking  the  books  on  the  shelves  with  the 
shelf  list.  Note  is  made  of  books  missing,  and  search  made  for 
these  in  the  charging  tray,  and  in  the  accession  book  which 
should  show  if  the  book  has  been  withdrawn.  The  work  of  in- 
ventory is  not  complete  until  every  book  listed  on  the  shelf  list 
and  in  the  accession  book  are  accounted  for. 


Relation  to  Teachers 

Since  the  library  serves  the  whole  school,  the  librarian  or  the 
teacher-librarian  must  have  the  co-operation  and  support  of  all 
the  teachers.  Teachers  as  well  as  students  must  learn  the  clas- 
sification and  arrangement  of  the  library,  and  they  must  also 
obey  its  rules. 

Special  privileges  are  granted  to  teachers  in  number  of  books 
which  may  be  drawn  and  time  they  may  be  kept,  but  they  may 


io6  SCHOOL  LIBRARY  MANAGEMENT 

not  take  any  books  from  the  library  without  having  them  charged. 
When  teachers  are  to   send  a  number    of    students  to  the 
library  to  look  up  a  subject,  librarian  or  teacher-librarian  must 
be  notified  in  advance. 

Club  Work 

Interest  in  the  library  may  be  greatly  stimulated  by  the  forma- 
tion of  clubs  of  boys  and  girls  who  are  interested  in  the  same 
subjects.  One  teacher  aroused  enthusiasm  for  research  by  asking 
the  members  of  one  class  to  bring  topics  in  which  they  were  espe- 
cially interested.  The  class  was  divided  into  groups,  each  group 
investigating  one  subject  and  making  final  report  to  the  whole 
class.  The  teacher  provided  sources  of  information  and  directed 
the  work  of  the  groups.  An  interesting  result  was  that  the  school 
found  it  must  have  a  modern,  well-organized  library. 

Parent-Teacher  Association 

A  library  committee  in  the  Parent-Teachers  association  is  an- 
other means  of  getting  increased  interest  in  the  library.  Such 
committees  have  been  of  help  in  providing  better  reading  for  the 
children  in  the  town,  getting  books  on  special  interests,  providing 
volunteer  service  for  keeping  tthe  library  open  in  the  evening 
for  public  use  and  in  creating  sentiment  for  a  public  library  in 
the  town. 

Teachers'  Reading  Clubs 

Many  high  schools  are  in  towns  where  there  is  no  good  public 
library  and  the  teachers  find  themselves  without  the  facilities  to 
carry  on  reading  in  the  subjects  in  which  their  interests  were 
.awakened  in  college  or  to  keep  in  touch  with  topics  of  the  -day. 

While  the  school  library  is  primarily  for  the  students  of  the 
school,  it  may  be  of  real  use  to  the  whole  teaching  staff  through 
encouraging  the  formation  of  teachers'  reading  clubs  and  pro- 
viding books  for  their  use.  From  the  United  States  Bureau  of 
education  at  Washington,  D.C.,  a  number  of  courses  for  such 
clubs  may  be  obtained.  Other  clubs  take  up  the  works  of  some 
of  the  best  modern  novelists,  several  books  by  one  writer  or  one 
or  more  modern  plays. 

The  magazines  in  the  school  library  supply  material  for  cur- 
rent topics. 


SCHOOL  LIBRARY  MANAGEMENT  107 

Teaching  the  Use  of  Books  and  Libraries 

(1)  REASONS 

a.  To  give  definite  help  and  interest  to  daily  school  work. 

b.  For  boys  and  girls  going    to    college.     Make    work 
easier  and  give  facility  in  using  the  library. 

c.  For  boys  and  girls  leaving  school.     Give  resourceful- 
ness in  finding  out  things  for  themselves ;  use  of  public 
libraries;  how  to  obtain  books;  evaluation  of  books. 

d.  Pleasure  of  using  a  book  intelligently.     Value  in  club 
work;  in  civic  work. 

e.  Time  saving  for  the  librarian  or  teacher-librarian  to 
give   definite  instruction   to   groups    rather    than   re- 
peatedly to  individuals. 

(2)  INSTRUCTION  TO  BE  GIVEN  IN  THE  GRADES  AND  RURAL  SCHOOLS 

How  to  open  a  new  book. 

Care  of  books:  Maxson  book  mark,  etc. 

How  to  use  a  dictionary. 

Table  of  contents. 

Index  in  a  book. 

Parts  of  a  book. 

Arrangement  of  books  in  the  school  library. 

(3)  INSTRUCTION  TO  BE  GIVEN  HIGH  SCHOOL  STUDENTS 

The  amount  of  time  spent  in  instruction  to  students  in 
the  use  of  the  library  in  any  high  school  will  depend 
upon  how  much  the  library  can  be  used  (adequacy 
of  the  book  collection,  organization  and  arrange- 
ment, records,  such  as  catalog,  etc.)  ;  upon  how  well 
the  librarian's  training  fits  her  to  give  such  instruc- 
tion;  the  amount  of  time  she  can  devote  to  it,  and 
upon  the  co-operation  and  interest  of  the  principal 
and  other  members  of  the  faculty. 

An  elaborate  course  may  be  given  or  it  may  be  re- 
duced to  a  few  lessons.  The  work  is  greatly  needed 
and  a  little  is  better  than  nothing. 

Whatever  instruction  is  given  should  be  interesting, 
definite,  concrete  and  accompanied  by  practical 
demonstrations.  It  should  be  followed  up  by  prob- 
lems to  be  worked  out  individually  and  it  should  be 


io8  SCHOOL  LIBRARY  MANAGEMENT 

carried  over  into  every  day  handling  of  books  and 
use  of  the  library. 

It  should  be  required  of  all  students,  and  should  be 
credited  as  part  of  their  regular  work.  It  should  be 
given  as  early  in  the  course  as  possible,  and  prefer- 
ably to  each  class  separately,  as  it  is  easier  to  work 
with  small  groups. 

The  lessons  should  be  progressive.  The  sequence  fol- 
lowing is  one  commonly  approved. 

SUGGESTIVE  OUTLINE  FOR  LESSIONS 

i.    Value  and  use  of  a  library 
Public  library 

How  many  have  cards? 
High  school  library 
Purpose 

Use  for  reference 
Regulations 
Charging 

Returning  books  to  shelves 
Social  attitude  toward  use 
Unselfishness 
Library  manners 
Arrangement  of  the  library 
Books 
Periodicals 
The  card  catalog 
2.    The  book 

Importance 

How  to  use 

Study  of  the  printed  parts 
Title  page 
Preface 

Table  of  contents 
List  of  illustrations  and  maps 
Text 

How  to  judge  a  book 
Appendix 
Bibliographies 
Index 


SCHOOL  LIBRARY  MANAGEMENT  109 

3.  Reference  books 

Dictionary 

What  it  contains 
How  to  use  it 
Arrangement 
Abbreviations 

4.  Encyclopedia 

What  information   given 

Arrangement 

How  and  when  to  use 

5.  Other  reference  aids 

Books  in  the  library 
Card  catalog  as  reference  aid 
Material  on  subjects  of  current  interest 
Pamphlets  and  government  bulletins 
Magazines 

Readers'  guide  to  periodical  literature 
Debating  aids  may  be  given  here  if  desired 
Debate  material 
How  to  collect 
How  to  use 
Note-taking  for  debate 
Bibliographies;  use  and  making 

6.  Atlases.     Year  books.     Handbooks.      Reference  books   for 

special  subjects. 

7.  Books  and  reading 

Why  read? 

Reading  for  information 

Joy  of  reading 

Owning  books 

Collecting  and  purchase  of  books 

8.  The  library  and  the  community 

The  public  library 
School  service 
Town  service 
Country  service 


i  io  SCHOOL  LIBRARY  MANAGEMENT 

State  library  resources 
State  documents 
The  university  library 
The  library  commission 
Methods  of  instruction. 
By  whom  given. 

Grade  instruction  mostly  by  teacher.     High  school 
instruction  in  use  of  books  may  be  given  by  teacher. 
Any   instruction   concerning   the   library   by  the   li- 
brarian or  the  teacher-librarian. 
Where. 

The  part  taught  by  English  or  history  teacher  may 
be  given  in  the  classroom.     Librarian  or  teacher- 
librarian  should  give  all  the  work  concerning  the 
library  in  the  library  room. 
Order  of  instruction. 

It  is  obvious  that  instruction  cannot  be  given  on 
any   reference   books  not  in   the   library  nor  on 
classification  of  cataloging  until  the  library  is  put 
in  order. 
Books  useful  in  teaching  the  use  of  the  library: 

Baldwin.       Writing  and  speaking.       Longmans. ..  $1.20 
Fay  &   Eaton.        Use    of    books    and    libraries. 

Boston  bk 2.25 

Hopkins.       Reference  guides.     Willard  co 1.25 

McKnight      &     Dana.       High      school      branch. 

Wilson  co 50 

Rice.      Lessons  on  the  use  of  the  library.      Wis- 
consin Dept.  of  education   (Madison) 

Slater.       Freshman  rhetoric.      Heath 50 

Ward.      Practical     use    of     books    and    libraries. 

F.  W.  Faxon  co 1.25 

Ward.     Suggestive  outline   for  teaching  the  use. 

F.  W.  Faxon  co 1.50 

Printed   notes   on   the   library  to   be  filed  in  students'   note 
books  are  useful  in  connection  with  instruction. 

Notes  on  the  Use  of  a  Library 

Adapted  from  notes  used  in  Cleveland  High  School  branches, 
1918. 


SCHOOL  LIBRARY  MANAGEMENT  in 

PURPOSE  OF  STUDY 

To  show  what  a  library  is  and  how  it  may  be  used. 

To  help  in  the  use  of  a  library,  whether  the  public  library 

or  the  school  library. 

PUBLIC  LIBRARY 

What  it  is : 

A  collection  of  the  best  books  for  reading  and  reference 

use;  magazines,  pamphlets  and  pictures. 
What  it  does : 

It  gives  every  one  a  chance  to  find  out  anything  he 
wishes  to  know,  and  to  study  any  subject  in  which 
he  is  interested. 
How  to  use  it : 

Visit  the  branch  library  nearest  your  home. 
Ask  the  librarian  to  tell  you  how  to  take  out  a  card. 
Acquire  library  manners;  walk  quietly  and  speak  in  a 
low  tone. 

HIGH  SCHOOL  LIBRARY 

What  it  is : 

Special  collection  of  books,  magazines  and  indexes, 
pamphlets,  clippings,  pictures  and  maps  kept  in  the 
school  for  convenience  of  pupils  and  teachers. 

What  it  does : 

For  information  and  study,   supplies  material   for  use 
in  connection  with  all  subjects  taught  in  the  school. 
For   pleasure    reading    and    outside    interests,    provides 
books  for  home  reading;  how  to  make  and  do  things; 
club  work;  sports  and  amusements. 

How  to  use  it : 

The  library  room  is   not  a   study  hall,  but  quiet  and 

order  must  be  maintained. 

Show  consideration  of  others  by  careful  handling  of 

books  and  replacing  of  reserve  books  and  volumes  in 

sets. 

The  librarian's  part  is  to  know  the  books  and  to  direct 

in  their  use.     Help  her  by  good  conduct  in  the  library 

and    by    learning    how    to    use    the    library    yourself. 

Always  feel  free  to  ask  the  librarian  for  help. 


ii2  SCHOOL  LIBRARY  MANAGEMENT 

AIDS  TO  SELF  HELP  IN  THE  LIBRARY 

Classification. 

Books  on  the  same  subject  are  grouped  together  on 
the  shelves.  This  arrangement  is  called  classification. 
Library  classification  is  based  on  a  decimal  system,  with 
figures  for  notation.  The  same  system  is  used  in  all 
the  Cleveland  public  libraries  and  school  libraries.  The 
great  subdivisions  are  divided  by  tens. 

Outline  of  classification., 
ooo  Reference  books 
200  Religion 
300  Sociology 
500  Natural  science 
600  Useful  arts 
700  Fine  arts 
800  Literature 
910-919  Geography  and  travel 

920  Collective  biography 

921  Individual  biography  arranged  by  name  of  person 
written  about. 

Special  forms  of  literature  are  designated  by  let- 
ters ;  e.  g.  C  for  poetry ;  CC  for  plays ;  E  for  es- 
says, and  arranged  alphabetically  by  author. 

930-990  History 

The  books   are  marked  with  a  call  number.     This  is 

a  symbol  representing  the  subject  of  the  book  and  its 

location  on  the  shelves. 

THE  CATALOG 

The  catalog  is  a  list  of  the  books  which  the  library  owns. 
It  bears  the  same  relationship  to  the  library  that  an  index 
does  to  a  book. 
It  answers  the  questions: 

What  books  by  a  certain  author  are  in  the  library? 

Has  the  library  a  book  of  a  certain  title? 

What  material  is  there  in  the  library  on  any  subject? 
The  information  is  on  cards,  arranged  by  author,  title  and 
subject  in  one  alphabet. 


SCHOOL  LIBRARY  MANAGEMENT  113 

Each  card  also  has  the  call  number  in  the  upper  left  corner. 
How  to  use  it: 

To  find  out  whether  the  library  has  a  particular  book, 
look  for  the  name  of  the  author  or  title. 
To  find  out  what  material  is  in  the  library  on  a  subject 
look  for  the  name  of  the  subject  in  red. 
Observe  the  call  number  on  the  card.     This  directs  to 
the  location  of  the  book  on  the  shelves. 
Reference  cards  are  also  found  which  direct  from  other 
possible  forms  of  a  name  or  subject  to  the  form  used 
in  this  catalog;  and  from  subjects  to  related  subjects 
under  which  books  are   also   listed.     These  are  called 
Cross  references. 

Summary  of  classification  in  the  library,  showing  the  sec- 
tions most  used 

THE  BOOK 
What  it  is : 

The  book  is  a  means  of  increasing  one's  store  of  knowl- 
edge, of  acquiring  new  ideas  and  vocabulary,  of  learning 
about  life  and  people  in  all  places  and  times. 
How  to  use  it: 

Some  books  are  to  be  read  through  carefully,  to  study  the 
author's  style,  to  master  the  new  words  and  ideas.     Others 
are  to  be  skimmed,  to  get  at  the  information  quickly. 
Information  to  be  gained  from  the  different  parts : 

Title  Page  gives  title,  author,  publisher  and  usually 
date  of  publication  and  copyright  date. 

(Copyright  is  the  exclusive  right  secured  to  an 
author  or  artist,  by  law,  to  publish  or  dispose  of  a 
work  for  a  limited  time.) 

Preface  gives  author's  purpose  in  writing  the  book. 
Table  of  Contents  is  a  list  of  chapter  headings    and 
outlines  the  subject  matter  in  the  order  in  which  it  is 
presented. 

List  of  Illustrations  or  Maps. 
Text  or  body  of  book. 

How  to  judge  a  book. 

Is  it  written  in  good  English? 

Is  the  subject  or  idea  presented  truthfully? 

Is  it  readable?    Interesting? 


H4  SCHOOL  LIBRARY  MANAGEMENT 

Is  there  sufficient  information  or  pleasure  in 

the  book  to  make  it  worth  while? 

Does  your  opinion  of  the  book  agree  with  that 

of  more  experienced  critics? 

Bibliography  gives  list  of  books  for  further  reading, 
Appendix  gives  fuller  notes  and  added  information. 
Index  is  usually  in  the  back  of  a  book  and  in  the  last 
volume  of  a  set. 

It  lists  alphabetically  all  the  material  in  a  book  and 
the  page  on  which  it  is  found. 
Its  use  is  the  most  direct  method  of  finding  material. 

REFERENCE  BOOKS 

A  reference  book  is  one  to  be  consulted  for  definite  points  of 
information  rather  than  to  be  read  through,  and  is  arranged 
with  regard  to  ease  in  finding  specific  facts. 
Arrangement  is  usually  alphabetical  or  with  an  index. 
Those  which  treat  of  many  subjects  are  called  general  refer- 
ence books,  e.g.  dictionaries  and  encyclopedias. 
If  the  full  meaning  of  a  term  is  not  understood,  the  first 
book  to  consult  in  the  search  for  information  is  the  dictionary. 

Dictionary 
What  it  is: 

A  book  dealing  primarily  with  words  and  giving  alpha- 
betically, a  list  of  the  words  in  a  language. 
Information  given  for  a  word:  Spelling;  pronuncia- 
tion, parts  of  speech ;  derivation ;  definition ;  quotations 
and  synonyms.  The  modern  unabridged  dictionary 
includes  in  addition  to  ordinary  words  and  phrases; 
proper  names,  including  mythology,  abbreviations, 
words  and  phrases  for  foreign  languages,  dialect, 
slang,  technical  terms,  obsolete  words;  illustrations, 
and  brief  information  about  subjects. 
How  to  use  it: 

Look  for  thumb  index  and  for  the  guide  word  at  top 
of  title  page.  The  key  to  the  abbreviations  used  in 
the  descriptions  of  the  words,  is  found  in  the  intro- 
duction. 


SCHOOL  LIBRARY  MANAGEMENT  115 

For  a  brief  account  of  a  person  or  subject,  the  quickest  help 
is  often  found  in  the  encyclopedia. 

Encyclopedia 
What  it  is : 

A  reference  work  dealing  with  subjects  rather  than 

words  as  the  dictionary  does. 

The  best  encyclopedias  are  of  recent  date,  are  in  many 

volumes   and  include  articles  on  a  great  variety   of 

subjects. 

Special  features  are  reading  lists  at  the  end    of   the. 

articles,  fine  illustrations,  maps  and  diagrams.     The 

arrangement  is  alphabetical  or  an  index  volume  is  pro- 
vided. 
How  to  use  it: 

Look  first  for  the  letter  on  the  back  of  the  volume, 

then  the  guide  word  at  the  top  of  the  page. 

Note  the  arrangement  of  words  on  the  page. 

Subjects  have  headings  and  sometimes  sub-heads. 

The  spelling  of  words  must  be  kept  in  mind. 

Follow  up  cross  references. 

Use  the  index  volume  if  the  subject  wanted  is    not 

found  in  its  alphabetical  place. 

BOOKS   IN  THE  LIBRARY 

Any  book  may  be  used  as  a  reference  book. 
For  subjects  on  which  a  whole  book  has  been  written,  the 
book  is  a  better  source  of  information  than  the  encyclopedia 
article.  It  usually  covers  the  subject  more  fully;  gives  more 
recent  information,  is  apt  to  be  more  authoritative,  and  often 
has  better  illustrations. 

The  Card  Catalog  is  a  reference  help  because  it  shows  on  what 
subjects  the  library  has  material  whether  it  is  a  whole  book  or  a 
part  of  a  book.  The  date  on  the  card  shows  how  recent  the 
material  is. 

REFERENCE  MATERIAL  ON  SUBJECTS  OF  CURRENT  INTEREST 

Pamphlets,   circulars   and  government  bulletins    provide  in- 
formation on  timely  subjects. 

These  are  arranged  in  pamphlet  holders,  by  subject. 


n6  SCHOOL  LIBRARY  MANAGEMENT 

Magazines. 

These  contain  recent  information  and  the  Readers'  guide 
shows  where  the  articles  are  found. 

Readers'  guide  to  periodical  literature  is  a  monthly,  quarterly 

and  yearly  index  to  the  best  magazines. 

It  lists  articles  alphabetically  by  author,  title  and  subject. 
Includes  references  to  portraits  and  poems. 
References  give  in  abbreviated  form  the  title  of  the  ar- 
ticle, the  name  of  the  author,  the  volume,  paging,  date. 
A  complete  list  of  the  magazines   indexed  is  given  in  the 
front  of  the  Guide. 
How  to  use  it: 

Look  for  the  name  of  the  subject  wanted  as  in  the 

index  of  a  book. 

Begin  at  the  latest  number  or  volume  and  work  back. 

Make  a  note  of  a  reference  by  taking  down  the  name 

of  the  magazine,  the  volume  number,  the  paging  and 

the  date. 

The  general  reference  books  are  first  aid  in  the  search  for  in- 
formation. For  every  subject  there  are  special  reference  books 
which  may  be  consulted  for  fuller  information. 

REFERENCE  BOOKS  USUALLY  FOUND  IN  HIGH  SCHOOLS  AND  BRANCH 

LIBRARIES 
General 

Dictionaries 

Century  dictionary. 

Funk  &  Wagnall's  New  Standard  dictionary. 
Encyclopedias 

Encyclopedia  Britannica. 

New  International  Encyclopedia. 

SPECIAL  SUBJECTS 

Statistics  and  social  questions. 

Bliss  &  Binder.     New  encyclopedia  of  social  reform. 

Statesman's  year  book. 

Walsh.    Curiosities  of  popular  custom. 

World  almanac. 


SCHOOL  LIBRARY  MANAGEMENT  117 

Useful  arts. 

Bailey.    Cyclopedia  of  American  agriculture. 

Bailey.     Cyclopedia  of  American  horticulture. 

Freeman  &  Chandler.    World's  commercial  products. 
Fine  arts. 

Grove.     Dictionary  of  music. 

Reinach.    Apollo. 

Sturgis.     Dictionary  of  architecture. 
Literature. 

Bartlett.     Familiar  quotations. 

Brewer.     Dictionary  of  phrase  and  fable. 

Brewer.     Readers'  handbook. 

Chambers.    Cyclopedia  of  American  literature. 

Firkins.    Index  to  short  stories. 

Garnett  &  Gosse.     English  literature. 

Granger.    Index  to  poetry. 

Hoyt.    Cyclopedia  of  practical  quotations. 

Moulton.     Library  of  literary  criticism. 

Stedman  &  Hutchinson.    Library  of  American  literature. 

Stevenson.     Home  book  of  verse. 

Warner.    Library  of  the  world's  best  literature. 
Debates. 

Foster.    Debating  for  boys. 

Phelps.     Debaters'  manual. 

Robbins.    High  school  debate  book. 

Roberts.     Rules  of  order. 

Thomas.     Manual  of  debate. 
Geography. 

Bartholomew.    Atlas  of  economic  geography. 

Doubleday  &  Page.     Geographical  manual  and  new  atlas. 

Lippincott's  new  gazetteer. 

Rand  &  McNally.    Imperial  atlas. 

Robertson    &    Bartholomew.     Historical  atlas  of  modern 

Europe. 
Biography. 

Appleton's  cyclopedia  of  American  biography. 

Century  cyclopedia  of  names. 

Dictionary  of  national  biography;  index  and  epitome. 

Lippincott's  universal  pronouncing  dictionary  of  biography 

and  mythology. 


ii8  SCHOOL  LIBRARY  MANAGEMENT 


Official  congressional  directory. 
Who's  who. 

Who's  who  in  America. 
History. 

Hadyn.     Dictionary  of  dates. 

Harper's  dictionary  of  classical  literature. 

Heilprin.     Historical  reference  book. 

Hodge.    Handbook  of  American  Indians. 

Larned.    History  for  ready  reference. 

Low  &  Pulling.     Dictionary  of  English  history. 

Shepherd.    Historical  atlas. 

Teachers'  Training  Department 
Notes  for  lessons  on  the  country  school  library 

The  teachers'  training  departments  in  the  high  schools  pre- 
pare teachers  for  the  country  schools.  One  of  the  first  things  a 
country  teacher  has  to  do  is  to  select  a  school  library.  She 
often  has  little  knowledge  of  children's  books  and  little  idea  of 
what  the  school  library  may  be  in  the  school. 

The  training  school  should  include  in  its  work  some  dis- 
cussion of  the  country  school  library,  its  purpose  and  use,  afford 
an  opportunity  for  acquaintance  with  the  best  children's  books 
which  are  suited  to  the  needs  of  the  rural  school,  and  give  the 
cadets  a  knowledge  of  the  state  school  list,  from  which  they 
must  select  their  books,  so  that  they  may  use  it  to  advantage.  In 
a  state  not  having  an  authorized  school  list,  the  training  school 
should  have  reference  copies  of  standard  lists. 

The  following  notes  are  designed  to  help  the  teacher  of  the 
training  class  to  give  such  instruction. 

It  is  recommended  that  each  student  teacher  be  required  to 
read  at  least  fifteen  children's  books  and  examine  many  others. 
The  teacher  should  assign  the  books  to  be  read  so  that  the  books 
will  be  selected  from  the  different  classes. 

Every  training  department  should  have  in  the  classroom, 
where  there  is  not  a  well  organized  school  library,  its  own  li- 
brary of  books  helpful  to  the  training  department  and  the 
country  teacher. 

The  training  department  should  also  own  or  have  access  to 
at  least  one  hundred  books  suitable  for  a  rural  school  library. 


SCHOOL  LIBRARY  MANAGEMENT  119 

The  Rural  School  Library 

Every  teacher  needs — 

(1)  Knowledge  and  appreciation  of  books  for  help  in  her 
school  work  and  intimate  acquaintance  with  the  best  children's 
books. 

(2)  A  clear  idea  of  the  purpose  and  possibilities  of  a  school 
library. 

(3)  Knowledge  of  school  library  aids  that  are  obtainable. 

(4)  To  know  how  to  select  a  useful  school  library. 

(5)  To  know  how  to  order  books. 

(6)  To  know  how  to  care  for  and  use  a  school  library. 

1.  Knowledge  of  books 

The  necessity  for  acquaintance  with  books  needs  no  argu- 
ment. Without  them  no  teacher  can  perform  her  task  of  open- 
ing the  field  of  knowledge  to  boys  and  girls  nor  give  them  full 
training  for  successful  living.  Unless  she  knows  children's 
books  herself,  she  cannot  make  them  a  power  in  her  school. 
The  only  way  to  know  books  is  to  read  them,  read  good  books, 
and  cultivate  a  taste  for  them.  There  are  some  books  about 
books,  which  are  suggestive.  Every  teacher  should  read  all 
or  parts  of  the  following  books : 

Adler.     Moral  instruction  of  children. 

Colby.    Literature  and  life  in  school. 

Lowe.     Literature  for  children. 

McClintock  Literature  in  the  elementary  school. 

Olcott.     Children's  reading. 

2.  Purpose  of  school  library 

Supplement  class  work  and  make  lessons  more  interesting. 
Furnish  books  for  home  reading  for  information  and  enter- 
tainment. 
Encourage  the  reading  of-  good  books. 

3.  What  the  state  does  for  school  libraries 

Make  a  study  of  state  law  regarding  school  libraries,  pro- 
vision for  books,  assistance  in  organization  of  school  libraries, 
instruction  in  library  matters. 

4.  Book  selection  for  school  libraries 


120  SCHOOL  LIBRARY  MANAGEMENT 

STUDY  OF  A  LIBRARY  LIST 

If  the  State  department  of  education  has  no  school  list  one 
or  more  of  the  following  should  be  provided  in  quantities  for 
class  use.  Students  should  buy  a  copy  for  personal  checking. 

Minnesota — Dept.  of  education.  (St  Paul).  Library  books 
for  elementary  and  rural  schools. 

Oregon — State  library  (Salem)  pt.  I  Books  for  elementary 
schools  pt.  2  Books  for  high  schools,  twenty  five  cents  each. 

Wisconsin — Dept.  of  educ.  (Madison).  Books  for  township 
libraries.  Books  for  high  schools. 

Wisconsin — Library  commission.  Children's  books  for  first 
purchase.  Netherwood  co.,  Madison,  Wis.  35c. 

U.  S. — Bureau  of  education.  Bulletin  1917,  no.  41.  Library 
books  for  high  schools.  2oc. 

H.  Wr.  Wilson  co.  (958  Univ.  ave.  New  York).  Children's 
Catalog  (1917).  $6. 

EXAMINATION  OF  A  LIST 

Points  to  be  noted: 
Purpose  of  the  list 
Authority 
Date 
Scope 
What  classes  included?    New  books  or  standards. 

ARRANGEMENT 

By  classes  of  books 
By  grades 
Alphabetically 

ENTRY 

Author 

Title 

Publisher,  date,  series,  price,  class  no,  grade. 

Are  best  books  indicated? 

Editions — fine  or  best  cheap 

Annotations — descriptive  or  critical 

INDEXES 

Author 

Title 

Subject 


SCHOOL  LIBRARY  MANAGEMENT  121 

SPECIAL  FEATURES 

Special  lists,  poems  to  be  memorized.  Suggestions  on  the  care 
of  the  library. 

SCHOOL  LIST  AS  A  CATALOG  OF  A  SCHOOL  LIBRARY 

Check  the  index  for  every  book  in  the  library,  by  author  and 
title;  also  check  the  entry  under  subject.  Mark  each  book 
with  the  number  of  the  division  where  it  is  listed.  Arrange 
the  books  on  the  shelves,  placing  all  of  one  number  together, 
alphabetically  by  author's  name. 

Book  Selection  for  School  -Libraries.     See  also  page  10. 

Read  the  annotations  under  the  title  before  ordering  and  note 
the  grade  for  which  it  is  intended. 

Do  not  buy  all  stories,  but  get  interesting  books  on  all  sub- 
jects. Get  books  of  practical  information — how  to  make 
and  do  things.  In  selecting  titles,  read  the  annotations 
which  tell  something  of  the  book. 

Observe  grade  for  which  it  is  intended  and  buy  for  ages 
represented  in  the  country  school. 

Ordering  books.    Read  Notes  on  Ordering,  page  17. 
Organization  and  records  for  country  schools 

See  Routine  in  putting  the  library  in  order,  and  description 

of  processes  which  follows.    Pages  19-70. 
Note  that  for  country  schools  processes  8  and  n,  16,  17  would 
be  omitted. 

Uses  for  discarded  books 
See  page  26. 

Use  of  the  school  library 

The  teacher  must  know  the  books  in  her  library  thoroughly 
in  order  to  use  them  successfully,  it  is  "the  book  that 
teacher  says  is  good"  that  the  child  wants  to  read. 

SUGGESTIONS  ON  THE  USE  OF  THE  SCHOOL  LIBRARY 
Adapted  from  Oregon  State  library — School  circular  No.  2 
What  you  may  do  to  make  it  of  service 
I.    Know  your  books. 


122  SCHOOL  LIBRARY  MANAGEMENT 

2.  Look  them  over  for  something: 

a.  To  read  aloud. 

b.  To  interest  the  child  who  does  not  read. 

c.  To  help  the  one  who  has  a  decided  interest 

d.  To  make  the  lessons  more  interesting. 

e.  To  suggest  ethical  stories  which  will  help  to  correct 

faults. 

3.  Read  aloud  from  some  of  the  best  books. 

4.  Find  out  what  each  boy  and  girl  cares  most  about  and  use 

curiosity  or  interest  which  has  been  aroused.     Cultivate 
any  decided  aptitude,  and  awaken  new  interests. 

5.  Encourage  home  reading. 

6.  Substitute  a  good  book  for  the  fair  or  poor  one  which  is 

undermining  the  character  of  the  child. 

7.  Read  a  "starter"  from  a  big  book,  or  from  a  neglected  one 

which  is  really  worth  while. 

8.  Allow  individual  reading  in  the  schoolroom  when  the  lesson 

is  learned,  and  do  not  make  this  a  reward  of  merit. 

9.  Use  the  library  to  enliven  the  language  lesson  by  Friday 

afternoon  "book  talks,"  avoiding  formal  reports. 

10.  Use  the  library  books  to  supplement  the  text-books.    Assign 

readings  and  allow  class  time  for  reports  on  outside  read- 
ing. 

11.  Ask  questions  to   start  search  for  information.     (For  in- 

stance— Did  the  cavemen  have  cloth?) 

12.  Choose  a  hero  for  each  month  and  read  about  him,  talk 

about  him,  learn  about  his  life  and  times.     (Arthur,  Sieg- 
fried, Richard  I,  Charlemagne,  Franklin,  Paul  Jones.) 

13.  Discuss  interesting  people  in  books.    A  debate  on  the  com- 

parative merits  of  certain  boy-heroes  in  books  may  result 
in  more  discriminating  selection  of  ideals. 

14.  Read  short  stories  to  correct  faults  (and  do  not  point  the 

moral) . 


SCHOOL  LIBRARY  MANAGEMENT  123 

15.  Teach  the  use  of  table  of  contents  and  index.    Let  the  chil- 

dren see  who  can  find  most  about  some  subject  in  a  given 
time  in  some  certain  book  or  books. 

16.  Plan  an  annual  "library  day"  with  program  from  one  author, 

talks  about  the  books,  readings,  a  debate. 

17.  Plan  for  systematic  reading  of  best  literature  through  the 

grades  in  preparation   for  literature  in  the  high  school. 
Foundation  work  is  essential  in  this  subject  as  in  others. 

18.  See  that  the  library  does  three  things  for  your  school : 

1.  Makes  the  lessons  more  interesting. 

2.  Provides  training  in  the  use  of  books. 

3.  Cultivates  the  reading  habit. 

Story  telling  is  one  of  the  best  means  of  interesting  children 
in  reading.  Use  the  story  telling  to  direct  to  books,  telling  the 
story  from  a  book  not  read  as  it  should  be.  Have  the  book  at 
hand  to  show  when  telling  the  story.  Examine  the  books  listed 
under  Story  telling  and  Children's  literature,  many  of  them  in- 
clude lists  of  stories  to  tell. 

A  very  useful  pamphlet  on  story  telling  is :  Power.  List  of 
stories  and  programs  for  story  hours.  Obtain  of  H.  W.  Wilson 
co.,  958-64  University  Ave.,  New  York,  N.Y.  2oc. 


Pupils'  reading  circle 

The  reading  circle  is  a  good  means  of  directing  reading  and 
of  arousing  interest  in  books.  It  is  desirable  that  the  children 
should  own  the  books  they  read,  thus  beginning  a  library  of 
their  own.  Parents  might  be  willing  to  get  them  for  birthday 
and  Christmas  presents,  or  the  children  save  their  own  money 
to  buy  them. 

The  reading  may  be  connected  with  the  language  work.  In- 
formal reports  on  the  books  read,  are  usually  more  satisfactory. 
The  children  should  be  encouraged  to  tell  what  they  liked  best 
in  the  book,  which  character  they  preferred  and  whether  the 
book  was  like  any  other  they  had  read.  The  teacher  should  de- 
cide the  number  of  books  to  be  read  in  a  year. 

Certificates  may  be  given  for  the  reading  done. 


124  SCHOOL  LIBRARY  MANAGEMENT 

Lessons  in  the  use  of  the  library  for  country  schools. 

These  may  be  given  in  the  period  for  opening  exercises  and 
should  be  given  early  in  the  year. 
Suggested  topics: 

Structure  and  care  of  a  book. 
How  a  book  is  made. 
How  to  open  a  book.    See  page  28. 
How  to  handle  a  new  book. 

The  Maxson  book  mark. 
Printed  parts  of  a  book  and  their  uses. 
Title  page 
Preface 

Table  of  contents 
Index 
Classification  of  the  school  library. 

How  to  find  books  on  different  subjects. 
(Get  the  dictionary  leaflets.) 
How  to  use  the  dictionary. 


INDEX 


Accession  book 22,   51,   57,   70 

Accessioning    21,   54 

Agriculture  classification    39,  41,  44-8 

Appropriation    95 

Arrangement    59 

Author    card 75 

Author  card — samples 83-4 


Bills    35,    36 

Binding    26-30,    65 

Biography   cards 50,    69 

Book    buying 17 

Book   capacity    5-6 

Book   card 21,   23,   57 

Book  charging  system 61 

Book  numbers 49,  50-1 

Book  pocket 21,   23,   36 

Book   selection 10,    121 

Book  supports 28,    35 

Borrower's    cards 66 

Bulletins    44 

Business  entry    35 


Government   documents 24-5,   76 

Grade  books 10-12,    104 


Indexer   cards    72 


L.   C.  cards 72 

Labels    35,   58 

Librarian 96 

Library  binding 14,   27 

Library   hand 59,    85 

Library    lessons 1 18 

Library    lists 120 

Library  room   2 

Lighting     6 

Magazines 15,    16,   23,   29,    116 

Marking 21,    57-9 

Mechanical   preparation 35 

Mending    22,    30-2 

Modern  school  library i 

Mounts   24,  93 


Call  number   49,  68-9 

Card  catalog  cases 8,  22,  83 

Card  charging  system 21,  61,  64 

Catalog 70-2,    112-13 

Catalog    cards — samples 83-5 

Cataloging    72-93 

Chairs    7 

Charging  system 21,   23,   61-6 

Checking  the  school  list....6i,    121 
Class  'room   collections. . .  .64-5,    104 

Classification    36-51,   92 

Cleaning    32 

Closing  the  library 105 

Club  work    106 


Date   slip    63-4 

Discards    25-6 

Discipline     100 


Editions 13,   14,   18,  77 


Filing   catalog  cards 83-90 

Filing  cases 9,  22,  91 

Filing  charging  cards 67 

Filing  pamphlets    91 

Furniture   6-7,  23 


Notes  on  the  use  of  library. ..  .no 

Opening   new   books 28,    35 

Ordering    17-18 


Pamphlet   boxes 24,   9 1 

Pamphlets 24,    90-3 

Parent-Teachers  association    106 

Paste    31 

Permits    102-3 

Pictures    65,   93 

Prices    17-18 


Reading   circle 123 

Record  of  books  loaned 66-7 

Reference  books 14,  74,  114,  116 

Reference  cards 76,   82,   90 

Reports     105 

Reserve  books 59-6o,  64 

Routine   of   organization 19 

Rules    65,   100 

Rural  school   library 119 


Self-government  rules 100-1 

Service    95-6 

Shakespeare  scheme   50 

Shelf  label  holders 22,  60 


126 


INDEX 


Shelf  list  71 

Shelf  list  cards — samples 69 

Shelf  listing   67-70 

Shelf  marking    60 

Shelving    4,  20,  22 

Sorting    24 

Space  for  tables 4 

Stamping   22,  23,  35-6 

Story  telling   123 

Student  help    99-100 

Subject   card 79-80,   81 

Subject  card — sample   84 

Subject  headings 80- 1,  92 

Supervised   study    103 

Supplies 9,   21,   30-1,   68 


Teacher-Librarian    98 

Teachers'  reading  clubs 106 

Teachers'  training  department   118-24 
Teaching  the  use  of  books 

and  libraries   107-8 

Time    cards    64 

Title  card   79 

Title  card — sample    84 

Tracings     79 

Typewriting    68 


Use  of  the  library 95-6,  103,  107 


Tables    4 

Taking  the  count 66-7 


Varnishing    28,   59 

Vertical  file  9,  91 


Y.B  66410 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


